10 Critical Essay Topics on Human Trafficking

10 Critical Essay Topics on Human Trafficking Human trafficking is the trade of humans for the purpose of sexual slavery, forced labor, or commercial sex exploitation. If you are studying it, chances are that you will have to come up with a critical essay that tackles one of its aspects. If you are strapped for time, though, you may have trouble coming up with a topic idea. So, here are 10 facts that can get your creativity levels up and help you come up with a topic. Human trafficking is a four-step process. Human trafficking is a complex process that involves breaking a number of national and international laws. The entire process has been mapped out by researchers. It involves four basic steps: Recruitment, Transportation and Entry, Exploitation, Gathering Criminal Proceeds. During this entire process, the victim suffers from mental, emotional, and, in some cases, severe physical abuse. The FBI led one of the biggest human trafficking raids in history. The US Federal Bureau of Investigation (FBI) collaborated with 135 different local law enforcement agencies to plan and conduct Operation Cross Country XI. This operation helped rescue 149 children who were being sexually exploited and held captive by a large human trafficking ring. This raid by the FBI was considered to be one of the largest of its kind. Human trafficking is more common in poorer countries. Certain places and cultures are more likely to be involved in all phases of the human trafficking problem (International Organization for Migration, 2012). Typically, the trend is for trafficking victims into wealthier countries to originate income in poorer nations. However, this is not a rule. Fighting human trafficking requires more than one approach. Research shows that the best way to combat human trafficking is to take a multi-faceted approach. Measures must be made to improve law enforcement capacity and capability; increase awareness through education, outreach and training, assess regulations and refine them if necessary, and analyze and create programs that are practical and realistic. Human trafficking victims can be categorized. Polaris Project is an international organization that is devoted to the goal of ending human trafficking and modern slavery. Their findings show that human trafficking victims come from sections of population that are already categorized as vulnerable. The most at risk are the poor, the lower classes, at-risk youth, migrants, and individuals belonging to oppressed or highly marginalized groups. Women and children are mostly trafficked. According to estimates by the International Labor Organization (ILO), 20.9 million people around the world are victims of human trafficking. Over half of these, 68% are ones trapped in the nightmare of forced labor, 55% are girls and women, whereas 26% are children. Natural and armed conflicts are mainly responsible for this phenomenon. Natural disasters and armed conflicts create environments where the illicit trade of human trafficking runs rampant. Reports have shown that in the aftermath of disasters, human trafficking activities rise in the area. The situations seen in countries such as Sudan, Somalia, Haiti and Afghanistan. Therefore, it is necessary for humanitarian agencies to engage on the prevention of human trafficking. The role of the internet in this issue should be factored in the solution. Organized crime groups can exploit individuals by using the ubiquitous technology tool: the Internet. Human trafficking groups turn to the internet because it affords virtually perfect anonymity. They use the Internet to ensnare victims and also have access to encrypted financial transactions. They can also easily sell services or images online. The most common tools used by such groups are: Forums, web message boards, chat rooms, peer-to-peer networks, websites, live streaming services. With adequate measures, most of these common tools can be used to mask their online identity and avoid detection by law enforcement agencies. Law enforcement agencies across the world face a unique challenge when it comes to the Internet. Countries need to increase their cooperation in dealing with this issue. The traditional local investigative efforts should be refined as well. Law enforcement officials and other professionals need to be educated on effective victim rehabilitation. For victims of human traffickers, the ordeal continues after being rescued. Effective victim rehabilitation services are marred by many misconceptions. Adequate assistance to the victim can only be provided if their psychological state is understood by the ones helping them. This means educating law enforcement officers, social workers, and healthcare providers on handing these individuals carefully. The behavior of law enforcement can affect the level of cooperation of the victim. Since most victims do not know their rights, they remain virtual prisoners even after they have been rescued. The only way to fight the menace of this modern-day slavery is through global collaboration and cooperation. Child soldiers is an issue that may not be solved easily. Child soldiers have been used in almost all of the recent conflicts occurring in the African region. The major factors which make a child more vulnerable to this extreme form of exploitation are poverty, displacement from home, being orphaned, and having limited access to education. According to the UN and other NGO estimates, over 70,000 former child soldiers have been involved in disarmament, demobilization and reintegration (DDR) programs since 1998. However, thousands remain involved with armed groups in Central and Western Africa. Moreover, peace in the region does not always mean improvement of these children’s’ lives. They might continue to be neglected or have limited access to the DDR programs. Use these ten facts while coming up with a topic for your critical essay on human trafficking. If you need more help, do not hesitate to check our 20 topics on human trafficking for a critical essay. If you are still not sure about writing a critical essay, check the guidelines in how to write a critical essay on human trafficking. References: Aronowitz, A. (2009). Human trafficking, human misery (p. 10). Westport, Conn.: Praeger. Blake, A. (2015). FBI’s largest ever human trafficking sting leads to over 150 arrests, 149 kids recovered. The Washington Times. Retrieved from washingtontimes.com/news/2015/oct/15/fbis-largest-ever-human-trafficking-sting-leads-ov/ Burke, M. (2013). Human trafficking. New York: Routledge. Wilson, J., Dalton, E. (2008). Human Trafficking in the Heartland: Variation in Law Enforcement Awareness and Response. Journal Of Contemporary Criminal Justice, 24(3), 296-313. http://dx.doi.org/10.1177/1043986208318227 Burke, M. (2013). Human trafficking (p. 9). New York: Routledge. New ILO Global Estimate of Forced Labour: 20.9 million victims. (2012). Ilo.org. Retrieved 18 March 2016, from ilo.org/global/about-the-ilo/newsroom/news/WCMS_182109/langen/index.htm Human Trafficking | Program on Humanitarian Policy and Conflict Research. (2016). Hpcrresearch.org. Retrieved 18 March 2016, from hpcrresearch.org/research/human-trafficking Vienna Forum to Fight Human Trafficking, Technology and Human Trafficking 8 (Background Paper, 2008), https://www.unodc.org/documents/human-trafficking/2008/BP017TechnologyandHumanTrafficking.pdf Increased focus on the link between the Internet and Human Trafficking | Europol. (2016). Europol.europa.eu. Retrieved 18 March 2016, from https://www.europol.europa.eu/content/increased-focus-link-between-internet-and-human-trafficking Palmiotto, M. Combating human trafficking (pp. 231-232).

Approaches to Adult Learning

Approaches to Adult Learning Annotated Overview The focus of this writing will be on the themes of the assigned chapter readings for Week 6. These chapter reading from Learning in Adulthood: A Comprehensive Guide was in the following chapters: 8, 9, and 10. This paper will also include additional learning resources (media video and instructor’s notes) and will outline points of interests gained from their viewing and reading. Week 5 Annotated Chapter Assignment This week’s study involved our reading of three chapters, viewing two media videos and article reading. This paper will touch on the points of interest that resonated with me in my reading as well as thoughts that I explored from the supportive learning resources (media video and instructor’s notes). The paper will conclude with a summary/discussion of what was gained through this learning experience and discuss ways this learning can be implemented. Understanding and Facilitating Adult Learning: A Comprehensive Approach Chapter 8 Theme The overall theme of this chapter highlighted an integrated approach to learning which shows the synergistic connection and combination of the mind, body, and spirit in learning called embodied learning. It also discussed the significance of learning through storytelling and heightened learning outcomes of narrative teaching. This section will address the points of interests that inspired to onto further study. Narrative Learning There are events that happen in our life which are unique. Some are uniquely dull and some can be uniquely exciting. However, the case each has a unique storyline that when told can help others to better understand and know something of the storyteller’s world that may lead to a significant discovery in their own. The writer points out that â€Å"Narrative knowing are not so much driven to find out more about the tangible outcomes of an event: its facts, logic and such, than they are about discovering meaning, and gaining under standing of the same event (Merriam, Baumgartner, the implications in the statement of one being personally involved in learning was spoken loud and clear throughout week six chapters. In reflecting on the theories and principles of transformative learning I can say that one of the enlightenments that I take away is through the means that transformative learning, one’s internal and external awareness is enhanced within that transformative learning experience. What I mean by that is, I learned that learning is more than just sitting in a room assimilating data. Cohen points out, that when one embodies the learning the learning experience, there is an opportunity created where any portion of the information being received can connect with meaning that initiates one’s conscious awareness that brings about a reflective moment which ushers in a revelation of one’s higher self. Transparently speaking, this reading brought up some thoughts that I had not previously co nsidered. Consequently, these three eye-opening chapters demand a deeper review and reflection on my part, if for nothing else than for the sake of growth through perspective changing and social enlightenment, which is the message I felt the writer was conveying within these three chapters. Incorporating Media and Instructor Notes The video, â€Å"New Approach to Learning† was an expose on the creator of Khan Academy. He is a former Hedge Fund analysis who started a free on line e-learning you tube website. This is a unique approach to sharing information with others that assister the self-directed learner supporting their ongoing learning settings. The presenter points out that his approach is simple and effective and attracts the attention of youth and adult learners around the world. The benefit of this approach to learning is that the learner can have ready access for a variety of learning event while learning at their pace. Mr. Khan points out that according to resea rch information the length of the content is at the right amount that facilities learning. The presenter also brought in a interviewee who expressed how this type of learning is a valuable asset to locations around the world that may not have access to any formal or informal means of education (Vantage Siam Co., 2011). The video, â€Å"Gen Y & New Approaches to Learning & Training† was interview centered on Generation Y and their approach to learning. The interviewee pointed out the demographic range of this new type of learner and the desires of the Gen Y group of learners to be taught in accordance to the technological society we live in. They want to be free in their ability to use the knowledge with the technology they have grown up with as compared to previous generations who did not have similar types of access. Both the interviewer and interviewee agreed that the responsibility of the teacher is to move away from former methods to incorporate this new desire for lear ning by making it easy for student involvement and encourages participation. This move will not only affect the present generation but it will prepare them for the upcoming one – Gen Z.(Award1956’s channel, 2010). The video, â€Å"Koren Alberich on New Approaches to Learning† was interview on three examples of learning using alternate reality games and virtual worlds. The interviewee explained how the games and worlds can be made to adapt to any environment and setting. Each can be structured to simulate desired learning outcomes. Two salient outcomes of these new approaches are: 1) the scalability. The environments and settings can meet any size of learning audience, 2) as for the use of virtual worlds they can be create real-time global location via internet that can bring global locations into one location (Clarey, 2011) Conclusion The overall thought of this week’s lesson has been an approach to learning that has helped me in synthesizing my lif e to what has been presented within these three chapters, as well to the previous lessons. Subjects like the principles of embodied learning with its lesson on spiritual and narrative learning are very insightful. I am a Pastor of a small congregation and I teach using the preaching method of expository preaching. After reading about narrative learning I have added storytelling as an element of preaching to help the listener gain a richer understanding of the content of my message. This is one example of how I have applied what I am learning. I believe that knowing and not applying what one knows means that knowledge remains as theoretical information. However, when that same knowledge is put into action then it takes on another essence, by becoming reality in the life of the one that has applied it. As I further reflect on what take away from the chapter dealing with Learning and knowing I now look at with I know and have learned through new lenses. Taking others perspectives, espe cially other cultures, will be hard to do. That is if one is not willing to, at the least, empathetically look at life from someone else’s perspective. I agree with the chapter writer concerning our western egotism when it comes to learning that inders us in that aspect. Our pride should not be the thing that keeps us from learning and knowing from other cultures. The truth is, in many cases other cultures have truly learned and know more than our does. Any barrier to intellectual growth must be overcome if we as a whole – world round – if we are to grow together. And as barriers, such as cultural pride and others come down that gives way to areas of growth in realms such as meaningful dialog brought about by the ethos of critical theory, as well as acceptance of ideals founded in postmodern and feminist perspectives. When approached with a mindset of open-mindedness, these theories and concepts are enlightening and the means of growth. Light makes things grow. Needless to say, I feel I have grown to have a deeper appreciation for what I have experienced thus far and look forward to what more is to come. References Award1956’s channel (Producer), & Award1956’s channel (Director). (2010, December 8,). Gen Y & new approaches to learning & training. [Video/DVD] Retrieved from https://www.youtube.com/watch?v=o-SXIdXMqeA Bohman, J., & Rehg, W. (2014). Jà ¼rgen habermas. Retrieved from https://plato.stanford.edu/entries/habermas/#HabDisThe Clarey, J. (Producer), & Clarey, J. (Director). (2011, April 22,). Koreen olbrish on new approaches to learning. [Video/DVD] Foote, L. S. (2015). Re-storying life as a means of critical reflection: The power of narrative learning. Christian Higher Education, 14 (3), 116-126. doi:10.1080/15363759.2015.1028580 Merriam, S. B., Baumgartner, L., & Caffarella, R. S. (2007). Learning in adulthood (3. ed. ed.). San Francisco, CA: Jossey-Bass. Nemec, P. B. (2012). Transformative le arning. Psychiatric Rehabilitation Journal, 35 (6), 478-479. doi:10.1037/h0094585 Paul, & Pedersen. (1980). The cultural boundaries of education and non-eastern alternatives. 1 Retrieved from http://journals.sagepub.com/doi/abs/10.1177/014303438000100507 Qiufang Fu, Zoltan Dienes, Junchen Shang, & Xiaolan Fu. (2013). Who learns more? cultural differences in implicit sequence learning. PLoS One, 8 (8) doi:10.1371/journal.pone.0071625 Vantage Siam Co., L. (Producer), & Vantage Siam Co., L. (Director). (2011, 15 July). New approaches to learning. [Video/DVD]

Marketing Segmentation and Targeting Essay Example | Topics and Well Written Essays - 1500 words

Marketing Segmentation and Targeting - Essay Example This research will begin with the statement that A market, in contemporary terms, is defined as a place where both buyers and sellers come to meet with the objective of exchanging of goods or even services. In this text, the general definition of a market is a group of both people as well as businesses with a clear interest, purchasing ability and willingness to spend some money to get the goods or services to satisfy their specific needs. Market segmentation is the grouping of customers who may be individual or corporate into a pool of customers with similar demands (goods and services) in terms of prices and designs. It can also be termed as a marketing strategy where a large market is divided into various subsets according to the customers’ demands. A good market segment should be homogenous meaning all customers in a specific segment would prefer a common product quality. on the other hand, buyers from different segments are expected to have different products and services tastes. However, all these should yield many returns.   The term can also be described as grouping customers with similar needs and charged differently from other groups or segments. Statistical analysis is done on some characteristics to come up with a certain market segment. Among the characteristics are the customers’ location, price, income, religion, and gender. Market segmentation is a business strategy upon which other marketing decisions are based.  ... The first is the geographic segmentation which is determined by various regional variables like nations, neighborhoods, climate, and rate of population growth as well as the population density. Demographic segmentations consider age, level of education, income, status of family, occupational factors, and the customers’ gender. Psychographic market grouping is making use of psychological science to know customers well and is based on the attitudes and the general customers’ lifestyle as well as values. Finally, behavioral market differentiations is done according to the rates at which the customers use the goods or services in question, price sensitivity, how loyal the customer is to a certain brand, as well as the benefits attained. The greatest purpose of market segmentation is to enable sales activities to put more emphasis on a certain market segment with the highest chances to buy the products or services. If properly done, higher sales will be realized. In other pe rspectives, it is aimed to improve business or company’s competitive nature as well as serve the customers in a better way which translates to better output such as sales increase, better market share, and a good business image. Other benefits of this market strategy is to get to the bottom understanding of the customers’ needs and this translates to improvement of a company or business in general. This confers on the business a competitive advantage due to the better services offered to the grouped customers. The other advantages are that the goods or services termed as responsive could be designed to satisfy the wants of a certain market place. Secondly, it can be used to decide on effective costs and creating awareness on a certain

Meeting stakeholder and quality needs Research Paper

Meeting stakeholder and quality needs - Research Paper Example All these people play different roles and have different expectations. The managers make decisions, plan, organise and control the operations of the organisation and are accountable to the shareholders or the owners. The employees or staffs such as the pharmacists offer their skilled services to the patients for a salary or an agreed wage. Such services improve quality care and enhance patient safety and as such serve as a touch point for healthcare information for the hospitals as well as the patients. The patients on the other hand are among the key stakeholders for hospitals as they seek medical services expecting quality and affordable treatment. If the hospitals fail to meet the expectations of the patients, they are bound to fail. Other stakeholders include the suppliers who deliver products to hospitals as well as the community members who make up the largest percentage of the patients as well as the government who effect policies, rules and legislations which protect all the stakeholders (Heidi et al 20). Communication is vital in keeping the stakeholders satisfied. Always engage with the stakeholders to understand their concerns and the best way to address them. Communication breakdown may cause frustration and as such the stakeholders may lose their confidence in the organisation. Proper communication ensures that the stakeholders feel valued and that their interests are being looked out for. The primary goal of successful communications approach is to manage and eliminate surprises. It is advisable to manage the information stakeholders get, as well as their perception and communicate the feedback expected to deliver in the organisation. As such, a communications planning matrix will take stakeholders analysis and identify each stakeholder’s roles, what needs to be communicated and the expected feedback (Heidi et al 29). Setting up regular meetings is of essence

Martin Luther Essay examples -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Martin Luther grew up in a time when there was basically one religion to look upon. Luther was born on November 10, 1483, in Eisleben, Germany. He was raised Catholic by his family that was held together by his father, Hans. Hans was a miner, and he worked his way up to the middle class by leasing mines and furnaces. With the money that he earned, he bought his family a house, and he became a well-respected citizen of their new hometown, Mansfeld. At seven years old, Martin began his schooling to fill his father’s dream of becoming a lawyer. At school, he learned the basics and was taught Latin. The students were not only to learn how to speak Latin, but they also had to speak the language at all times. At age thirteen, a new school boarded young Luther. He was sent thirty miles north to the city of Magdenburg. His time spent there was short. The year that he attended the school, he learned of his ambition to serve God. Luther spoke fondly of the Brothers at the school. They showed Luther what it was like to witness God’s power. Martin finished off his boarding school years at St. George’s School, located in Eisenach. Luther had many great memories of St. George’s, including one of his teachers, Johann Trebonius. Luther enjoyed Trebonius’ teachings because of the equality that was displayed between the students and the teacher. St. George’s also gave Luther the ability to see what a life of the religious order was like. In 1501, Martin left Eise...

Crisis in Rwanda Brief Background Essay

The pre-colonial Rwanda was characterized by a fluid of ethnic divisions between the majority of the population (Hutus, comprising of about 85% of the population in 1999) and the minority of the population (Tutsis, comprising of about 8-14% as per the time of the genocide in 1994), and could not reportedly be considered as separate tribes. Inter-communal conflict did not exist. These existed even though Tutsis were dominant in the small Rwandan aristocracy. According to Wrage (2000), mass murder similar to the one in 1994 was unheard of and there were no common ethnic lines before 1960. The records of Belgium indicate that Rwandans had a sense of belonging to their nation. The Belgians, who took over the country during the World War I from Germans who had colonized the country from 1894-1916, ruled the country until their independence in 1962. The Belgians granted preferential status to the Tutsis and this was the root cause of the massive killing which led to a loss of about 800,000 people (Jones, 2000). According to Prunier, the Belgians highlighted the differences that existed among the two tribes and Tutsis (who had an appearance more like the Europeans’ compared to the Hutus) were considered the master race and were granted preference in the Belgium’s Rwandan auxiliaries by 1930. This earned them hatred from the Hutus. The identity cards introduced by the Belgians in 1933 designating people as Hutu, Twa or Tutsi played a role in the genocide because it helped genocide architects distinguish their Tutsi victims. The more educated and prosperous Tutsis led struggle for independence after the World War II and the Belgians switched to allege to the Hutus. In between 1959 and 1962, revenging Hutus murdered about 15,000 Tutsis and made more than 100,000 to flee to the neighboring countries. The assassination of the President Habyarimana on 6 April 1994 seemed to have been because of his acceptance to accommodate the Tutsis’ Rwanda Patriotic Front (RPF) in the Rwandan government by signing a peace treaty, which was not welcome by some Hutus including those powerful in the government. RPF was formed by Tutsis in Uganda and had plans to invade Rwanda and overthrow the president. The opposing Hutus seemed to give a solution to the problem, instead of welcoming them. Tutsis were killed massively, and some Hutus who were assumed to be Tutsis. The daily death rate is said to have been at least five times that of the Nazi death camps and the most concentrated incident of genocide in human history, together with that of the Soviet prisoners-of-war (Prunier, 1995; Gourevitch, 1998). Implications of the genocide: Current issues that are affecting Rwanda to date that need more attention The Rwandan government released figures of a first major census in February 2002, aimed at an effort to establish the number of those who lost their lives during the genocide. The findings asserted that about a seventh of the population-1 million, and seventy four thousand people-lost their lives. Among these, 94% comprised of Tutsis. Men were the major target in this genocide. The number of men can only be estimated and there are suggestions that they were 75-80% (Jones, 2000). The Rwandan work force was affected whose effects on economy may be felt to date. According to Prunier, the Rwandan economy stills remains badly hurt and no signs of quick recovery. Many teachers died in the genocide and this has led to suffering of the education sector. Hutu and Tutsi extremists link solution to annihilation of the other, and this could lead to another wave of killings. Issue 1: Loss of human labor necessary for growth of the Rwandan economy, due to the massive killing in the 1994 Genocide killings †¢ An estimated number of males killed consisted of 75-80% of those who died in the genocide. There are reports that indicate low percentage of adult male, such as the 20% of adult men consisting of 20% of the whole population in Gitamara district in Central Rwanda (Gough, 2000). This was because of the gendercidal killings which have led to demographic imbalance which may continue for longer (El-Bushra; cited in Jones, 2000). It is obvious that the killings resulted to loss of human labor in all sectors of the Rwandan economy. Low food productivity in highly attacked areas has been linked to physical inability of women. Issue 2: The number of the HIV and Aids victims in the present Rwanda is partly because of the genocide killings †¢ Women were forced into sexual relationships with the killers with the threats that they would be killed if they refused (Jones, 2000). This resulted into transmission of the killer disease. Rapes, forced â€Å"marriages† and mutilation of the vagina and pelvic areas with weapons was also experienced by women (‘Shattered Lives: Sexual violence During the Rwandan Genocide and its Aftermath’, 1996). According to McGreal (2001), orphans whose fathers were killed by machetes and mothers by HIV would be in tens of thousands. In 2001, two thirds of the tested 1200, of the 25000 Tutsi women belonging to the Widows of Genocide organization (Avega) were HIV-positive (McGreal, 2001). Issue 3: The current indication of lack of trust, and suspicion may indicate that there is potential for another massive killing like that experienced in the 1994 †¢ According to Jones, many Hutus feel proclaimed guilty by association, many Tutsis’ convictions that repressing Hutus will assure them of their survival, and the belief by extremists on both side that annihilating one another is the only solution. The situation may spark another wave of killings. Recommendation Regarding Crisis in Rwanda The following are recommendations that may alleviate the current situation in Rwanda, regarding the economy, security stability and sexual violence and HIV and AIDS illnesses. †¢ Recommendation for the sexual violation 1. The families of those whose rights were sexually violated continue to suffer to date. The government should strengthen its support for the children of the families where rape cases were witnessed resulting in the contrasting of the HIV and Aids. The government should put in place a national program to search for the victims regardless of their tribe and support their children by funding for their education to completion. 2. The government should encourage and fund support programs by the local authorities for the women who were mutilated on their genitals and who experienced gang rape. The support program must include compensation to the victims which will help them establish business and other self-help ventures. The people who were the sources to root causes of the genocide event like Belgians, and who participated in one way or the other must come in and support the country in compensating for the victim. †¢ Recommendation for the shortage of labor 1. The government should continue to invest on current-technological labor force while the population balance is set to increase in the near future. The government should identify areas that were massively affected and launch special programs to ensure production of food and other labor shortages are catered for. 2. The government should look for outsourced labor from the neighboring countries to take care of the human power shortages like lack of enough teachers and other personnel in other fields. Besides, the government should focus more resources on funding the education system to raise more professions. This is by funding education for the poor and the economically disadvantaged that form the majority of the population. 3. The government should ensure that the public and the private sectors have arrangements to work through out for 24 hours to increase man hours for production and rendering of quicker services. The government should also look for the possibilities of removing all the barriers affecting or delaying production processes and investments in any way. †¢ Recommendation on potential for another genocide event 1. The government should have institutions that are all-inclusive in all sectors for different social groupings. The government must always venture into constructive consultative means of making its major decisions in order to avoid conflicts on political issues and defiance by the masses which may be linked to certain interest groups like the tribe groupings. Besides, criminals must be deals with as provides the law without any discrimination, favor or fear. Those who were involved in the genocide and are yet to be prosecuted must be made to carry their own cross without any consideration to their political inclinations and background. This is by ensuring that the country has an all-inclusive, proper constitution and judicial system. Bibliography Chris McGreal. â€Å"A Pearl in Rwanda’s genocide horror†. The Guardian. UK, December 5, 2001. Retrieved 15 November 2008 from http://www. gurdian. co. uk/Archive/Article/0,4273,4313577,00. html Gough. â€Å"Husband-hiring hastens the spread of Aids in Rwanda†. The Guardian. February 8, 2000. UK Gourevitch Philip. We Wish to Inform You That Tomorrow We Will Be Killed With Our Families: Stories from Rwanda. Farrar, Straus and Giroux, 1998, p. 3 Jones Adam. â€Å"Case Study: Genocide in Rwanda, 1994. † 2000. Retrieved 15 November 2008 from http://www. gendercide. org/case_rwanda. html Prunier G. â€Å"Rwanda’s Struggle to Recover from Genocide,† Microsoft Encarta Encyclopedia 99 Prunier G. The Rwanda Crisis: History of a Genocide. Columbia University Press, 1995. p. 261 Shattered Lives: Sexual Violence During the Rwandan Genocide and its Aftermath. Human Rights Watch, 1996. Retrieved 15 November 2008 from http://www. hrw. org/summaries/s. rwanda969. html Wrage. (2000). â€Å"Genocide in Rwanda: Draft Case Study for Teaching Ethics and International Affairs. â€Å"

Port of Ostia During a Tempest by Leonardo Carlo...

As I stood staring at the beautifully detailed oil-on-canvas painting, my mind began racing, conjuring up random stories behind all the people, the place, and the weather in this painting. This painting, titled Port of Ostia During a Tempest by Leonardo Carlo Coccorante, is nothing more than just a story portrayed on a canvas and its words, the oils, are scattered all over it, depicting a story about a populous port going through some horrible weather and the people experiencing it first-hand. The interactions between the people are perfectly portrayed and from each one a different story can be contrived—each sharing the subject of the brutal weather. The amount of detail in this scenic painting is overwhelming; thus, countless thoughts†¦show more content†¦The Coccorante painting is a straight-forward depiction of a scene, while on the other hand the Grooms painting is a more abstract painting of an unlikely scene. The Grooms painting shows a big collection of vegeta bles in the middle of a white canvas; out of the middle of this pile of vegetables Dali’s face pops out along with both his hands. The caricature of Dali is very cartoon-ish as he is shown with an over-sized mustache, unkempt and crazy hair, unsynchronized eyes, and pursed lips. But regardless of the more limited-in-scope perspective, the Groom’s painting provided as wide a universe of knowledge as the Coccarante piece. But what is the process involved in taking these observations and manipulating them into ideas and then critiques and then even further into analysis? A certain branch of philosophy, called epistemology, deals with knowledge—more specifically with the origin, nature, methods, and limits of human knowledge. Even though there is a large amount of philosophers that study within this branch of philosophy, the one that I automatically (almost subconsciously) relate to issues about the origin of knowledge is one Scottish philosopher by the name of David Hume. His basic belief is that knowledge is based on experience—shown by the quote: â€Å"It is therefore by experience only, that we can infer the existence of one object from that of another.† (Hume, Section VI). In his most