Marxist Theory on Fake News and Media Propaganda

Marxist Theory on Fake News and Media Propaganda Fake News, Propaganda and Media Bias: An illusion of the truth? The internet has revolutionised the way information is presented and consumed. The traditional newspaper, for example, is no longer the main medium of news coverage. This therefore, has meant that mass media, in general, has had to find new ways of creating money. As a result, one could argue, that the ‘news’ is not objective but rather socially manufactured through a selective process. Events happen, but this doesn’t automatically mean that they will make the headlines or the news coverage at all. As a result, one could argue that the media is biased and is altered to represent certain views and ideologies. The concept of fake news and the deliberate misleading and deceptive information presented in the media could take the form of propaganda. As a society we have become more media saturated but are these agencies of communication, we refer to as mass media, transmitting an illusion of the truth? One could argue that the ‘news’ is socially constructed and as McQuail noted, it is not objective or impartial (McQuail, 1998). The reality is that the ‘news’ is socially manufactured as a result of a selective process carried out by gatekeepers : the editors, journalists and proprietors. This leaves room for media bias as the news is essentially influenced by a group or individuals own opinions and judgements. The news is not just simply a collection of facts but rather a collection of knowledge made up of information which is ‘loaded’ reflecting an interpretation. The process of selection, one could argue, is influenced by organizational constraints, values of media outlets and ideology. This links directly to the Marxist theory: that the news is fabricated and is an ideological apparatus which helps maintain power. Media outlets shape the ‘news’ and as a result we get injected, like the hypodermic syringe model suggests, with ideas that may be an illusion of the truth. As Miliband noted the media shapes how we think about the world we live in (Miliband, 1976) therefore if media bias is influencing the news, important issues like poverty, which show weakness in the capitalist system, are likely to be concealed. In contrast, media outlets are constantly providing us with information regarding political, financial and industrial states, for example recently: the benefits of Brexit, which reinforces corporate values. For example, during the EU referendum, media outlets helped broadcast the idea that the  £350 million sent to the EU weekly would be used to help the NHS instead, if voters opted to vote Brexit. However, after the referendum, the Brexit leaders decided to abandon the pledge (The Guardian, 2017). This case clearly demonstrates exploitation through misleading the public, as the NHS was a topic that they felt strongly about. This was a major political change, Marx would argue that the media transmitted the conservative ideology here in the interests of the elite. This could also be classified as a case of propaganda. As Herman and Chomsky noted the media participating in propaganda campaigns is nothing new (Herman and Chomsky, 1988). Taking this into account, one could argue that the media purposefully selected facts â€Å"designed to deceive us† (Brennen, 2017) and encourage Brexit. The media is dependent on the government and businesses as sources of information. These overlapping interests mean there is a certain degree of solidarity between them, as Highfield notes the personal and political are highly interlinked (Highfield, 2016), which means the effect was inevitable. Furthermore, analysing the headlines and news coverage, there seems to be a pattern where certain events are reported more than others, which reinforces the idea that media outlets choose what makes the ‘news’. For example, recently we got continuous reports and headlines which revolved around Hurricane Harvey which had a death toll of eighty-two (Moravec and Moravec, 2017). On the other hand, the floods near Sierra Leones capital, Freetown, Africa were hardly reported, even though the death toll was over three hundred (BBC News, 2017). The ethics can undoubtedly be questioned here, the two events occurred at similar times so why was one reported more than the other? This relates to Spencer-Thomas’s (Owen Spencer-Thomas, 2017) idea of â€Å"news values† where the guidelines for what is considered ‘newsworthy’ come into play. The Freetown floods it could be debated were not as significant as Hurricane Harvey, and consequently didn’t make the headlines. Alternatively, it could be argued that the media is not biased but rather like every other cooperation in society, works within the hierarchal structure conforming to the requirements which bring reward (Curran and Seaton, 2010). Media outlets are businesses essentially thus need people to invest to generate revenue. Therefore, rather than being biased and promoting fake news, it could be argued that media outlets actually focus and tailor the content based on their audiences. For example, Five News is characterized by short, snappy bulletins aimed at a young audience. In contrast, The Guardian has detailed articles which are aimed at more qualified professionals. Furthermore, to succeed, media outlets have now had to intensify media strategies to compete with cybermedia organisations (Williams and Tapscott, 2014). Considering this, it could be argued that media outlets choose the most important stories as a way of fulfilling users’ needs and their own profit interests(Fuchs, 2014), online. This links with the concept of ‘clickbaiting’ which is used by media outlets to attract audiences to ideas which appeal to them.   Postmodernists, would argue that media outlets are a channel to promote consumption rather than propaganda. They tailor and direct certain information towards certain people in the hopes of increasing revenue through advertisements. The increasing diversity of choice, globalisation and social media has resulted in a variety of influences shaping our identities. One could argue, that users are not exploited, as Fuchs notes, users voluntarily choose to use platforms (Fuchs, 2014). Marx’s theory can be criticised for presenting users as passive rather than active participants. The idea that there has been a â€Å"cultural shift away from the self-conscious user towards the subject as docile† (Lovink, 2016) can be debated. The revolution of the internet has meant that people can actively challenge the media, social media has become a â€Å"weapon of mass collaboration† (Williams and Tapscott, 2014). Therefore, it could be argued that fake news is a thing of the past, with social media flooding with different perspectives there has been, as Mason notes, an increase in individual freedom and human consciousness. The evidence lies in the streams of social media comments which critically challenge a piece of ‘news’.   From one perspective, it could be stated that social media has helped a digital revolution to occur where the masses have finally gained a voice and power. Moreover, it could be claimed that people choose which news stories to believe thus fake news can only exist if people allow it to be. Audiences receive and interpret the ‘news’ and as a result, not everyone will be affected in the same way. Consequently, if media outlets are promoting propaganda there is a very small chance that everyone will be misled. People tend to read and seek out information that interests them and confirms their existing views (Festinger, 1962). Taking this into account, one could argue that the media is just a scapegoat for media bias and fake news. The reality could be in fact that media bias and fake news is affected and created depending on a range of psychological and social factors, it may not be bias but rather unconscious nature. Without question, the media plays a major role in society today, whether it be influential or informative. Media technologies may not be the â€Å"contemporary opiates of the people† as Maxwell and Miller (Maxwell and Miller, 2012) suggest but the validity and objectivity of media outlets can undeniably be questioned. The ‘news’ is affected by a range of factors and it is impossible for it to be completely objective. This may not necessarily make it propaganda but rather a certain opinion. Media outlets need to generate revenue and therefore, media bias may be a method of tailoring articles towards audiences rather than intentionally ignoring incidents because of capitalist control and deliberate misinformation. On the other hand, the ‘news’ is essentially a root of information, consequently we should receive an equal coverage of incidents, like Hurricane Harvey and the Sierra Leone floods, so that one incident is not seen as more significant. It could also be argued that media outlets should stay neutral in political campaigns like the EU referendum, as it is very easy to misinform and mislead readers. However, the effect of misinformation can be oversimplified, as seen in the Marxist theory. People are not passive and critically challenge the ‘news’ and even play an active role in providing the ‘news’, as social media has given everyone the freedom to transmit information. The different perspectives, as a result, diminish the effect of fake news and allow us to assemble narratives and interpretations for ourselves. Consequently, there can only be an ‘illusion of truth’ if we allow there to be.    References BBC News. (2017).  Sierra Leone mudslides kill hundreds. [online] Available at: http://www.bbc.co.uk/news/world-africa-40926187 [Accessed 6 Nov. 2017]. Brennen, B. (2017). Making Sense of Lies, Deceptive Propaganda, and Fake News.  Journal of Media Ethics, 32(3), pp.179-181. Curran, J. and Seaton, J. (2010).  Power without responsibility. London: Routledge. Festinger, L. (1962).  A theory of cognitive dissonance. California: Stanford University Press. Fuchs, C. (2014).  Digital labour and Karl Marx. 1st ed. New York: Routledge, pp.254, 257, 280. Herman, E. and Chomsky, N. (1988).  Manufacturing Consent. New York: Pantheon Books. Highfield, T. (2016).  Social media and everyday politics. [S.l.]: Polity Press, p.3. Lovink, G. (2016).  Social media abyss. Cambridge, UK: Polity, p.5. Maxwell, R. and Miller, T. (2012).  Greening the media. New York: Oxford University Press. McQuail, D. (1998).  Mass communication theory. London: Sage. Miliband, R. (1976).  The state in capitalist society. London: Quartet Books. Moravec, E. and Moravec, E. (2017).  Texas officials: Hurricane Harvey death toll at 82, ‘mass casualties have absolutely not happened’. [online] Washington Post. Available at: https://www.washingtonpost.com/national/texas-officials-hurricane-harvey-death-toll-at-82-mass-casualties-have-absolutely-not-happened/2017/09/14/bff3ffea-9975-11e7-87fc-c3f7ee4035c9_story.html?utm_term=.5439927dfcdc [Accessed 6 Nov. 2017]. Owen Spencer-Thomas. (2017).  News values Owen Spencer-Thomas. [online] Available at: http://www.owenspencer-thomas.com/journalism/newsvalues/ [Accessed 6 Nov. 2017]. The Guardian. (2017).  Brexit camp abandons  £350m-a-week NHS funding pledge. [online] Available at: https://www.theguardian.com/politics/2016/sep/10/brexit-camp-abandons-350-million-pound-nhs-pledge [Accessed 10 Sep. 2016]. Williams, A. and Tapscott, D. (2014).  Wikinomics. New York: Portfolio, p.3.

No Steroids In Baseball :: Steroids Athletes Drugs Sports Essays Papers

In baseball there has always been a steroid issue. In the years since 2005 the problem has expanded. Many more players are now using these drugs to boost their performance. I think that steroids are products that should be absolutely illegal and no player at any time should be able to use them. Steroids are drugs commonly classified as anabolic, androgenic and corticosteroids. Corticosteroids like cortisone are drugs used to control inflammation, and do not build muscle. Anabolic steroids are used by athletes to bulk up and improve their performance. Anabolic steroids are synthetic hormones that cause the body to produce muscle and prevent muscle breakdown. Some athletes take steroids hoping that it will improve their ability to run faster, hit farther, jump higher, etc. Some people are not aware that anabolic steroids are a form of a drug. In the United States, it is against the law to use these steroids without a prescription. In many sports the issue of steroids has always been huge. Recently, mainly in baseball many players have been tested for steroids, and many are results are positive. These punishments have been mere warnings and suspensions to the players. The first player to ever admit to using any type of anabolic steroid was Ken Caminiti, he admitted to using steroids after he retired in his 14th season. He said that in his 9th season in the majors was when he was first influenced to take performance-enhancing drugs. He was a 3 time All-Star, won the MVP award in ‘96, got 3 gold gloves and 1 silver slugger award. After he retired in 2001 he finally admitted to using steroids. About three years later on October 10th 2004 Caminiti died due to a drug problem because of the use of steroids and cocaine. Caminiti had said that he made tons of mistakes. One being an alcoholic and the other using cocaine, But he did not say using steroids was a mistake. After Caminiti’s death many major league players were highly influenced, and stopped using steroids. But there are 30 major leagues teams and each team has 25 players on the active roster, 40 on the regular roster. So if you multiply 30 by 25 then you get 750 baseball players just on the active roster. So even if Caminiti scared a bunch of players there is a bunch of people who still use steroids. Some of the most recent players that have been convicted are giants slugger Barry Bonds, and New York Yankees 1st baseman Jason Giambi.

Energy Drinks Essay

Something I learned in my last Health class is the ever-increasing use of today’s new â€Å"Energy Drinks. † Caffeine is the single most used drug in America. How many of us must have that morning cup of coffee before heading out the door? How many college students are staying up late at night preparing for a mid-term or final exam by drink these new, all natural, safe, energy drinks? You may want to read their labels and adjust your thinking. You may want to include a little research in regards to these drinks. At this time there is no long-term research to report on in regards to energy drinks. What we do know is that these drinks have a variety of ingredients such as ginseng, amino acids, ginkgo, various vitamins, and high amounts of sugar. However, the primary active energy ingredient is caffeine. At this time, the FDA does not regulate the amounts of caffeine that are in these drinks. They suggest that within a 12-ounce beverage serving the amount of caffeine should be 68 milligrams or less. A report published by the Journal of Analytical Toxicology showed that of ten of the most popular energy drinks had as high as 141 milligrams in one 16-ounce serving. The following 12-ounce energy drinks showed, Monster at 120 milligrams, Red Bull at 116 milligrams, and Amp contained 107 milligrams of caffeine. To give a comparison, look at Coke and Pepsi. They only contain between 34 to 38 milligrams of caffeine. Energy drinks have risen significantly in popularity in the last few years with revenues exceeding $3. 5 billion a year and growing. One report states that with the new found popularity there are growing concerns of the possible health effects among children, adolescents, and young adults. It states that 30 to 50 percent of America drinks energy drinks. Of this amount they report that one third are from the ages of 12 to 24 consume these beverages on a daily basis. Due to these beverages being chilled makes them easier to consume quickly. High doses of caffeine have been linked to seizures, cardiac problems, mood or behavioral disorders, and diabetes. Additionally, these problems have been linked specifically to the consumption of energy drinks among children, teens, and young adults. There has been a growing concern amongst the medical community, parents, and school officials in regards to these energy drinks on our youth. Numerous reports are being found to the adverse affects these high caffeine drinks are responsible for. The Illinois Poison Control Center reported in a recent survey of more than 250 cases of caffeine overdose in a three-year period. The average age of these accounts was 21. A doctor from California reports that an eighteen year young man received treatment for an abnormal heart rhythm after consuming eight 16-ounce energy drinks per evening to remain alert during his night job. Another growing concern is the use of these energy drinks as a mixer with alcohol. A study from 2006 showed that the individuals surveyed were just as impaired in motor coordination and reaction time as individuals drinking alcohol alone. As stated earlier, there is not much evidence on the effects of long-term use of caffeine on children or teenagers. It is known that it can create physiological and psychological dependence in adults. This being true, we must do everything possible to protect our children from these non-regulated beverages. We need to insist on more research to be conducted in order to better inform the public of the consequences of the consumption of these highly-caffeinated energy drinks and the adverse effects they have on our youth. (Word Count 606) Flores, D. (2011, 03 16). Health Effect of Energy Drinks on Children, Adolescents, and Young Adults, Retrieved 07 12, 2012, from ArticlesBase. com: http://www. articlesbase. com/wellness-articles/health-effects-of-energy-drinks-on-children-adolescents-and-young-adults-4423299. html.

Theodore Roosevelt and Woodrow Wilson Presidency

Theodore Roosevelt and Woodrow Wilson both made their mark on United States history as presidents. One president was a wild, violent â€Å"Rough Rider† who was also insecure. The other was a deeply religious, sentimental traditionalist who stood firmly on his ground. Both presidents made changes in American life, whether it be business or social. By examining domestic policies of Theodore Roosevelt and Woodrow Wilson, one can see that although they differed greatly, both were effective presidents. Theodore Roosevelt was a sickly child. His father helped him train to overcome his debilitation, and set him on his way to be a â€Å"Rough Rider. Woodrow Wilson†s father was a Presbyterian minister, and his mother a daughter of one; they instilled a stolid set of morals that Woodrow Wilson carried with him his whole life. Both presidents came from socially secure backgrounds that gave them distinguishing characteristics. Both presidents, however, dramatically changed their public view to support the ideals of the common man in America. Theodore Roosevelt started off his presidency say that he â€Å"shall go slow† in the process of investigating large corporations. He was insecure, afraid that some of his policies upset the corporations. However, as his terms went on, the president gained a reputation for being a Progressive. According to Hofstadter, â€Å"[Reform] was meant to heal only the most conspicuous sores on the body politic. † Roosevelt wrote that he did not know what, if anything, should be done about trusts. The main reason he distrusted and despised bigness in business was because he was a â€Å"big politician facing a strong rival in the business of achieving power. † Roosevelt proposed reforms and blasted dishonesty in business with â€Å"the showiest language that had ever been used in the White House. His use of language caused the public image of him to be a reformer and it contributed real weight to that side. However, Roosevelt did do his share of trust busting. A brilliant stroke of publicity was the prosecution of the Northern Securities Company. A gigantic railroad monopoly in the Northwest was organized, and Roosevelt had practically no choice but to prosecute; the public branded him the reputation of being a major reformer. Woodrow Wilson was the president of Princeton University. He gained large support, and was approached by Boss Jim Smith and his associates to run for New Jersey governor. Wilson accepted and decided he could cooperate with them on righteous terms. Progressives started to complain almost immediately. The Hoboken Observer wrote against Wilson, saying that he was â€Å"induced to enter the race by a combination of the very elements which the Progressives are fighting . . . and these elements have assumed charge of his candidacy. † He responded by changing to please the people. It had been necessary to please the capitalists and the bosses to get a foothold in politics, but now it seemed that he must enter the governorship â€Å"with absolutely no pledges of any kind. † Wilson became a spokesman for the common man. When the people had expressed preference for a man running for the Senate, Wilson opposed the Bosses by endorsing the man the people wanted instead of the man that would have won. Wilson did not let his private obligations override his public ones. He believed in principles over personality, and the man became increasingly stronger as a reformer. Endorsement of the progressive creed by Wilson created a break with his original sponsor when running for president, and a complete change in his support followed after he dumped Harvey and befriended Bryan. For both of these presidents, these events show that not only did they change their public image, they also gained popularity by being ambiguous in their speeches and actions; the ambiguity only furthered their popularity. Morals was also a large factor in the two presidencies. The role in which Roosevelt imagined himself was that of a moralist. He told Lincoln Steffens that the real need in American public life was â€Å"the fundamental fight for morality. † Roosevelt told Ray Stannard Baker that although economic issues would become increasingly important, his â€Å"problems are moral problems, and [his] teaching has been plain morality. Woodrow Wilson, the son of the minister and the minister†s daughter, ate, drank and slept morals. The solution to controlling business must be found in a movement of moral regeneration, according to him. Punishment should fall on individuals and not on whole corporations. In one of Wilson†s most frequently used metaphors, the maleficent corporation official was the irresponsible driver of the corporate automobile. He said, â€Å"One really responsible man in jail . . . would be worth more than one thousand corporations mulcted in fines. This contradicts with Roosevelt, who wanted to punish whole corporations, but the same message upholds; morals are the root of the solution, and the main objective is to regulate business by keeping them under the State. Both Theodore Roosevelt and Woodrow Wilson were effective presidents. Theodore Roosevelt persecuted the Northern Securities Company, launching a trust-busting crusade, and he became the first president to intervene in a labor-management dispute when the anthracite coal miners struck. The Hepburn Act strengthened the authority of the Interstate Commerce Commission over railroads, and an employer†s liability law were put into action. Woodrow Wilson ‘s administration produced a huge number of achievements. A downward tariff revision was secured, the public controlled the nation†s banking and credit system under the Federal Reserve Act, and farmers were pleased with the Federal Farm Loan Act and the Warehousing Act. The Clayton Act implemented the Sherman Anti-Trust Act, and the Federal Trade Commission was created to enjoin what Wilson had called â€Å"illicit competition. † An eight-hour day for railroad workers in interstate commerce, a child-labor act, and a compensation law for Civil Service workers were all created under the Wilson administration. So although Roosevelt and Wilson differed, there effectiveness is clearly present while comparing their domestic policies as presidents.

Health Care in Southeast Asia during the 1500s Essay Example

Health Care in Southeast Asia during the 1500s Essay Example Health Care in Southeast Asia during the 1500s Paper Health Care in Southeast Asia during the 1500s Paper The use of tobacco and bindis in SE Asia are explored with regard to their medicinal, leisure and negative physiological affects in this book. Prakash and colleagues look also to past practices of the use of tobacco and other smoking sticks in this region across history to identify health consequences from a biopsychosocial viewpoint. It is clear that even during the 16th century health practitioners were aware of the life threatening consequences of the use of cigarettes; cancers of the mouth, lung, larynx, pharynx and oesophagus; diseases of the heart, circulatory system and lungs. At this time it was not recognized that if used during pregnancy, smoking in whatever its form would have adverse effects on the fetus. The authors highlight the ongoing economic, agricultural and social importance tobacco and other smoking sticks can have on a nation and individual perceptions of being. Widodo, J. (1996) The urban history of the Southeast Asian coastal cities. Retrieved Widodo evaluates socio-cultural practices of the southern part of the South China rim: Thailand, Malaysia and Indonesia, which are located at the crossing point for the maritime trade between India and China in the 16th century. Going beyond the general studies which have investigated sociological institutions of this are, Widodo seeks a context to the social value placed on health and delivery of health care services. He is particularly concerned with the way in social practices such as health care changed with a globalizing world. As major cities along the coast (e.g., Tuban, Surabaya, Pattani and Malaka) became centers of the international exchange of goods and services, entreports were created. Noted is the slow adherence to western forms of medicine amongst those in the populace who were especially orthodox in their religious beliefs (i.e., Islamic, Hindu and Buddhist). Leslie, C. M. (1998) Asian Medical Systems: A Comparative Study. Madrid: Motilal Banarsidass Publications. Leslie reviews the age of commerce that existed in SE Asia during the 16th century. He emphasizes the dominance of Arabic and Islamic medicine in the region, noting that India and Pakistan were really the only nations at the time to formally record the specific scientific practices at this time which were interweaved with medicine. Arabic medicine, known as Unani, or â€Å"Greek†, identifies where the Arabic form of medicine was drawn from. Thus Islamic practitioners at the time took over Greek medicine when they were exposed to it at an earlier social age. However, Leslie points out that many orthodox Islamic worshippers refused to endorse this hybrid form of health care. Overall, it is reported in the book that the SE Asian region saw fierce competition amongst the medical practices of the time, with Islamic extremists choosing to adopt practices that they considered were â€Å"sanctioned† by The Prophet. The book also compares the coexistence of the variety of health practices at the time and the influence that large and long established populations such as those of China and India had on medical traditions that were maintained. Importantly, Leslie points out those dietary guidelines about â€Å"hot† and â€Å"cold† foods were abided by the general population to aid digestion and so exhibited social-selection of disease preventing behavior. Amrith, S.S. (2001) Decolonizing international health: India and Southeast Asia, 1930-65.

Top Three Shakespeare Villains

Top Three Shakespeare Villains While Shakespeare is known for penning many heroic monologues from Henry V  to Hamlet, lets turn our attention toward the immortal bards darker nature. Shakespeare has a knack for giving a sharp tongue to his tyrants, traitors, and antagonists. The following is a list of the three most villainous Shakespeare characters along with their best monologues. #1 Iago from Othello Iago is  Shakespeares most sinister (and in some ways most mysterious) character. He is the main antagonist in Othello. He is Othellos ensign and the husband of Emilia, who is the attendant of Desdemona, Othellos wife. A Machiavellian conniver, Othello deeply trusts Iago, and Iago uses this trust to betray Othello while still appearing honest.   Iagos motives also remain a mystery, leading to lengthy debates between theatergoers and Shakespeare scholars alike. While some argue his motivation is to be promoted, others believe Iago enjoys destruction for the sake of it. In Act II Scene III, Iago delivers one of his most villainous monologues  as he reveals his plot to overthrow Othellos sense of reason and trust. He explains his scheme to make it seems as though Othellos wife Desdemona has been unfaithful. Here are some quotes from the monologue that exemplify Iagos manipulative and mysterious nature: And whats he then that says I play the villain?When this advice is free I give and honest.How am I then a villainTo counsel Cassio to this parallel course,Directly to his good?So will I turn her virtue into pitch,And out of her own goodness make the netThat shall enmesh them all. #2 Edmund from King Lear Nicknamed Edmund the Bastard, Edmund is a character in Shakespeares tragedy, King Lear. He is the black sheep of the family, and self-conscious because he believes his father favors the so-called good brother over him. On top of that, Edmund is particularly bitter as he was born out of wedlock, meaning his birth was with someone other than his fathers wife. In Act I Scene II, Edmund delivers a monologue in which he reveals his intention to make a grab for power that will send the kingdom into a bloody civil war. Here are some memorable lines: Why bastard? wherefore base?When my dimensions are as well compact,My mind as generous, and my shape as true,As honest madams issue?Legitimate Edgar, I must have your land.Our fathers love is to the bastard EdmundAs to th legitimate. Fine word- legitimate!Well, my legitimate, if this letter speed,And my invention thrive, Edmund the baseShall top th legitimate. I grow; I prosper.Now, gods, stand up for bastards! #3 Richard from Richard III Before he can ascend to the throne and become king, the hunchbacked Richard, Duke of Gloucester, does a lot of double-crossing and killing first. In one of his more diabolical moves, he attempts to win the hand of Lady Anne, who at first loathes the power-hungry creep but eventually believes him sincere enough to marry. Unfortunately for her, she is completely wrong, as his villainous monologue  in Act I Scene II reveals. The following are excerpts from Richards speech: Was ever woman in this humour wood?Was ever woman in this humour won?Ill have her; but I will not keep her long.Hath she forgot already that brave prince,Edward, her lord, whom I, some three months since,Stabbd in my angry mood at Tewksbury?My dukedom to a beggarly denier,I do mistake my person all this while:Upon my life, she finds, although I cannot,Myself to be a marvellous proper man.

Banning Corporal Punishment in Schools

Banning Corporal Punishment in Schools What is corporal punishment? The National Association of School Nurses defines it as â€Å"the intentional infliction of physical pain as a method of changing behavior. It may include methods such as hitting, slapping, punching, kicking, pinching, shaking, use of various objects (paddles, belts, sticks, or others), or painful body postures. Still Legal in 22  States While corporal punishment such as paddling, spanking and hitting students disappeared from private schools by the 1960s, according to an article published by NPR in December 2016,  it is still permitted in public schools in 22  states, which can be broken down into 7 states that simply dont prohibit it and 15 states that expressly permit it. The following seven states still have laws on their books that do not prohibit corporal punishment: IdahoColoradoSouth DakotaKansasIndianaNew HampshireMaine The following 15 states expressly permit corporal punishment in schools: AlabamaArizonaArkansas  FloridaGeorgiaKentuckyLouisianaMississippiMissouriNorth CarolinaOklahomaSouth CarolinaTennesseeTexasWyoming What is ironic about this situation is that no accredited teachers college in the U.S. advocates the use of corporal punishment. If they dont teach the use of corporal punishment in the classroom, why is the use of it still legal? The United States is the only nation in the western world which still permits corporal punishment in its schools. Canada banned corporal punishment in 2004. No European country permits corporal punishment. So far, the United States Congress has not acted on requests from organizations such as Human Rights Watch and the American Civil Liberties Union to enact federal legislation banning corporal punishment. Since education is widely viewed as a local and state matter, any further banning of corporal punishment will probably have to occur at that level. If, on the other hand, the federal government were to withhold funding from states where corporal punishment is legal, the local authorities might be more inclined to pass the appropriate laws. Rationale for Corporal Punishment Corporal punishment in one form or another has been around schools for centuries. It certainly is not a new issue. In the Roman Family children learned by imitation and corporal punishment. Religion also plays a role in the history of disciplining children by spanking or hitting them. Many people interpret Proverbs 13:24 literally when it states: Spare the rod and spoil the child. Why Should Corporal Punishment Be Banned? Research has shown that corporal punishment in the classroom is not an effective practice, and can cause more harm than good. Research has also shown that more students of color and students with disabilities experience instances of corporal punishment more than their peers. The research shows that children who are beaten and abused are more likely to be prone to depression, low self-esteem and suicide. The simple fact that corporal punishment as a disciplinary measure is not part of any education curriculum indicates that educators at every level know that it has no place in the classroom. Discipline can and should be taught be example and non-physical consequences. Most leading professional associations oppose corporal punishment in all its forms.  Corporal punishment is not allowed in the military, mental institutions or prisons, either. I learned years ago about corporal punishment from a man who was an expert in the field. I co-founded a high school in Nassau, Bahamas in 1994. As deputy director of the school, one of the first issues I had to deal with was discipline. Dr. Elliston Rahming, the owner and director of the school, was a criminologist. He had very firm views about the subject: there would be no corporal punishment of any kind. We had to find better, more effective ways than beating to enforce discipline. In the Bahamas, beating children was, and still, is an accepted disciplinary method in the home and in the school. Our solution was to develop a Code of Discipline which basically penalized unacceptable behavior according to the severity of the infraction. Everything from dress code to drugs, weapons and sexual infractions was covered. Remediation and resolution, retraining and reprogramming were the goals. Yes, we did get to the point on two or three occasions where we actually did suspend and expel st udents. The biggest problem we faced was breaking the cycle of abuse. What Happens in Americas Private Schools? Most private schools frown on the use of corporal punishment. Most schools have found more enlightened and effective methods for dealing with disciplinary issues. Honor codes and clearly spelled out results for infractions combined with contract law give private schools an edge in dealing with discipline. Basically, if you do something seriously wrong, you will get suspended or expelled from school. You will have no recourse because you have no legal rights other than those in the contract which you signed with the school. Things Parents Can Do What can you do? Write the state education departments of the states which still permit corporal punishment. Let them know that you oppose its use. Write your legislators and urge them to make corporal punishment illegal. Blog about local incidents of corporal punishment whenever appropriate. Organizations Opposed to Corporal Punishment in Schools The American Academy of Child and Adolescent Psychiatry opposes the use of corporal punishment in schools and takes issue with laws in some states legalizing such corporal punishment and protecting adults who use it from prosecution for child abuse. The American School Counselor Association: ASCA seeks the elimination of corporal punishment in schools. The American Academy of Pediatrics recommends that corporal punishment in schools be abolished in all states by law and that alternative forms of student behavior management be used. The National Association of Secondary School Principals believes that the practice of corporal punishment in schools should be abolished and that principals should utilize alternative forms of discipline. The National Center for the Study of Corporal Punishment and Alternatives (NCSCPA) tracks information about this subject and puts out updates. It also offers an interesting reading list and other materials. Interview With Jordan Riak Jordan Riak is the Executive Director of Project NoSpank, an organization which is dedicated to the eradication of corporal punishment in our schools. In this article, he responds to some of our questions regarding corporal punishment. How Prevalent is Corporal Punishment in Schools? With the exception of those who are directly affected, most people are unaware that in more than 20  states, teachers and school administrators have the legal right to physically batter pupils. Children are sent home with bruised buttocks daily in untold numbers. There is a downward trend in the number of paddlings annually, which is encouraging, but still a small comfort to victims. Editors note: outdated data has been removed, but recent studies have shown that more than 100,000 students were physically punished in 2013-2014.  But the true numbers are surely higher than the records show. Since the data is supplied voluntarily, and since those reporting arent especially proud of what they are admitting to, under-reporting is inevitable. Some schools decline to participate in the Office for Civil Rights survey. When I inform people of the extensive use of corporal punishment in the schools, they almost invariably react with astonishment. Those who remember the paddle from their own school days tend to assume (erroneously) that its use had long since faded into history. Those who are fortunate enough to have attended schools where corporal punishment wasnt used or who lived in the states where bans were in effect are incredulous when presented with information about its current use. The following anecdote is illustrative. I was invited to address a class of students at San Francisco State University who were preparing to become school counselors. Some in the group already had teaching experience. At the conclusion of my presentation, one of the students- a teacher- opined that surely I was misinformed about the situation in California. Corporal punishment just isnt allowed here and hasnt been for years, she flatly insisted. I knew otherwise. I asked her where she had attended school and in w hich districts she had worked. As I expected, the places she named all had district-wide policies against the use of corporal punishment. She was unaware that in neighboring communities students were being paddled legally. Paddlers dont advertise, and one cant blame her for not knowing. The use of corporal punishment by public school teachers in California became illegal on January 1, 1987. In the United States, there is a long-standing gentlemans agreement between government, the media, and the educational establishment to avoid any mention of teacher violence. Typical of such taboos, adherents not only refrain from entering forbidden territory but come to believe that no such territory exists. An indignant correspondent wrote me the following: In my twenty years as a teacher in Texas, I never saw one student paddled. Strictly speaking, he might have been telling the truth about what he hadnt seen, but its hard to believe he was unaware of what was going on all around him. Recently I heard this on the radio. An author who had written about sports heroes influence as role models on youth was just concluding an interview and was beginning to field listeners calls. One caller recounted his experience at high school where a coach routinely beat up players. He told how one student who had been victimized by the coach later encountered him in public and punched him. The show s host abruptly cut off the call, and said laughingly, Well, there you have the darker side. Sounds like a movie by____ and hastened to the next caller. Rest assured, the United States does not have a monopoly on denial in this regard. At a conference on child abuse in Sydney in 1978, when I raised a question from the floor about why none of the presenters had talked about caning in schools, the moderator replied, It seems the things you want to talk about, Mr. Riak, are not the things we want to talk about. At that same conference, where I had set up a table to distribute anti-corporal punishment literature, a member of the New South Wales education department told me this: The corporal punishment controversy that youve been stirring up here is causing more broken friendships in the department than any other issue I can remember. Caning is no longer legal in Australian schools, and hopefully, old friendships have mended. How Do You Define Corporal Punishment? There never has been, and probably never will be, a definition of corporal punishment that doesnt stir debate. The American College Dictionary, 1953 Edition, defines corporal punishment as physical injury inflicted on the body of one convicted of a crime, and including the death penalty, flogging, sentence to a term of years, etc. The California Education Code, 1990 Compact Edition, Section 49001 defines it as the willful infliction, or willfully causing the infliction of physical pain on a pupil. Proponents of corporal punishment typically define the practice in personal terms, i.e., what they experienced when they were children, and what they now do to their children. Query any spanker on what it means to corporally punish a child and you will hear autobiography. When one attempts to distinguishing corporal punishment from child abuse, the confusion deepens. Lawmakers, as a rule, duck this conundrum. When it is forced on them, they act as though they are walking on eggs as they grope for language doesnt cramp the style of child punishers. Thats why legal definitions of child abuse are models of vagueness- an heroic accomplishment for those trained in the art of exactitude- and a boon to lawyers who defend abusers. School corporal punishment in schools United States typically involves requiring the student to bend forward as far as possible thus making the protruding posterior a convenient target for the punisher. That target is then struck one or more times with a flat board called a paddle. This causes sharp upward jolts to the spinal column accompanied by bruising, soreness and discoloration of the buttocks. Since the locus of impact is close to the anus and genitals, the sexual component of the act is unarguable. Nevertheless, possible adverse effects on the developing sexuality of young victims are ignored. Furthermore, the possibility that certain punishers are using the act as a pretext for gratifying their own perverse sexual appetites is also ignored. When these risk factors are cited, corporal punishment apologists typically dismiss the suggestion with derisive laughter and retorts such as, Oh, comon, please! Gime a break! Forced exercise is one of several unacknowledged forms of corporal punishment. Though the practice is unequivocally condemned by physical education experts, it is widely used, even in states that ban corporal punishment. It is a staple of locked facilities where troubled youth are corralled ostensibly for the purpose of being reformed. Not allowing children to void bodily waste when the need arises is another form of corporal punishment. It is physically and psychologically dangerous in the extreme, but its use against schoolchildren of all ages is ubiquitous. Punitive restriction of movement also qualifies as corporal punishment. When done to incarcerated adults, it is deemed a violation of human rights. When done to schoolchildren, its called discipline. In school environments where buttocks beating is key to student management and discipline, all the myriad lesser insults to which children are prey such as ear twisting, cheek squeezing, finger jabbing, arm grabbing, slamming against the wall and general manhandling are apt to pass unchronicled and unrecognized for what they really are. Article updated by Stacy Jagodowski