Month: January 2024

Introduction: Does the Internet Make us Dumber?

“Does the Internet Make us Dumber?” by bombarding us with information at such a fast pace, is it making us smarter, or is this bombardment a distraction or interruption? Are we becoming more intelligent or less so due to the constant influx of information? We find ourselves surrounded by these ideas and concepts in the wake of the Internet’s advent. Nicholas Carr has synthesized various studies, research, and expert opinions in his essay, “Does the Internet Make You Dumber?” to reach a conclusion. He argues that the increase in distractions and interruptions, the rapid speed of information dissemination, and the reshaping of our minds by the Internet are, in fact, making us dumber rather than smarter.

Mental Interruptions: Does the Internet Make us Dumber?

In his essay “Does the Internet Make You Dumber?” Nicholas Carr raises the initial point that, despite the internet’s role in disseminating information, it is causing constant interruptions and distractions at a speed that erodes the “depth” (Carr 1) of the human mind, impacting “focus and concentration” (1). The rapid pace and “division of attention” (1), according to Carr, have compromised “the richness of our thoughts, our memories, and even our personalities” (1), all of which were contingent on the “ability to focus the mind and sustain concentration” (1). This distraction and speed, he argues, undermine the very essence of depth crucial for “mastering complex concepts” (1).

Information Bombing: Does the Internet Make us Dumber?

The second point highlighted by Nicholas Carr is that the speed of the information bombardment surpasses our ability to easily assimilate it. Citing psychologist Patricia Greenfield, Carr notes that while it has improved human proficiency in tasks requiring “visual-spatial intelligence” (2), it has concurrently diminished other cognitive, specifically critical thinking, skills. Carr challenges the conventional notion of intelligence, arguing that what people often perceive as intelligence is essentially automatic thinking. This, he attributes to the constant mental activity, or “perpetual mental locomotion” (3), which lacks the essential components of “contemplation, reflection, and introspection” (3) necessary for fostering an intellectual mind.

Remodeling of Minds: Does the Internet Make us Dumber?

In the third point, Nicholas Carr references Professor Michael Merzenich, asserting that the rapid pace of information bombardment is reshaping our minds, reverting them to a historical state where our ancestors were multitaskers rather than masters. According to Carr, this phenomenon leads us back to “our native state of distractedness” (3) as a consequence of the swift flow of information. This, in turn, results in a sacrifice of our “capacity to engage in the quieter and attentive modes of thought” (3), which Carr contends have historically given rise to many profound ideas. Carr argues that this shift is detrimental to creativity, hindering our ability to be creative souls and, instead, making us less intellectually creative.

Conclusion: Does the Internet Make us Dumber?

Your opinion aligns with Nicholas Carr’s arguments, emphasizing the negative impact of the fast-paced and information-abundant nature of the internet on our cognitive abilities. You highlight the idea that a super-fast flow of information can lead to distraction, automation, and a decline in creativity. Moreover, you agree with Carr’s assertion that this trend is turning individuals into information-rich but analytically poor “Mr. Know-Alls” who lack depth in their understanding.

Your use of the term “nostos” in relation to returning to a “native state of distractedness” (3) effectively captures Carr’s idea that we are reverting to a less focused and attentive mental state. Your view emphasizes the loss of mental discipline and control over thoughts, reinforcing the notion that the internet’s impact is leading to shallower thinking. Overall, your perspective aligns well with Carr’s concerns about the potential downsides of the internet on intellectual depth, creativity, and analytical thinking.

Works Cited: Does the Internet Make us Dumber?

1. Carr, Nicholas. “Does Internet Make You Dumber?” Wall Street Journal (2010). Web.

Relevant Questions: Does the Internet Make us Dumber?

1. Does the Internet Make us Dumber by fostering information overload and hindering critical thinking skills?
2. To what extent does the constant exposure to information on the Internet contribute to memory decline, and does it make us dumber in terms of knowledge retention?
3. Does the Internet Make us Dumber by shaping our perspectives through online platforms and algorithms, potentially leading to intellectual narrowing and limited exposure to diverse viewpoints?

Introduction: Is College the Best Option?

The debate over the necessity of a college degree in one’s career continues among researchers and analysts with question, Is College the Best Option? However, in the context of the “American Dream,” earning a college degree has become integral to an average American’s aspirations. The pursuit of a good job, homeownership, and raising a family is commonly seen as commencing with a college degree from a respected institution. Education is considered a secure investment with a favorable return on investment.

In modern society, obtaining a college or university degree is viewed as a pathway to the upper middle class or higher class, leading to higher earnings and an improved standard of living compared to high school graduates. While education can contribute to a healthier social environment, reducing crime rates and fostering open-mindedness, the decision to invest in a college degree requires consideration of various factors.

Sawhill and Owen highlight in their article, “Should Everyone Go to College?,” that the value of a college degree depends on factors such as the institution attended, field of study, graduation status, and post-graduation occupation. However, many students and families may not thoroughly research their target colleges, and some students may lack the grades or apparent skill set for their desired institutions.

While obtaining a college degree generally brings positive impacts in terms of professional and personal development, there are situations, colleges, majors, occupations, and individuals for which a substantial investment in higher education may not be the most prudent decision. Motivations for pursuing a college degree include better career opportunities, an elevated standard of living, improved intellectual skills, and overall life contentment. Yet, factors such as the cost of college, return on investment, individual interests, and choice of major play significant roles in shaping the decision-making process.

Education: Is College the Best Option?

In the 18th and 19th centuries, education symbolized total independence and freedom, offering economic and political empowerment. Individuals sought education for the ability to provide for their families, raise children as responsible citizens, and experience overall independence (Obama).

Contrastingly, in modern society, education is perceived as a prerequisite for inner peace, happiness, and attaining a good standard of living. A college degree is often considered mandatory for high-paying jobs in major companies, offering career progression and financial success (Hrabowski). Statistics show that college degree holders have a significantly higher earning potential compared to high school graduates, contributing to a more content and fulfilling life (Obama).

While college dropout cases exist, college degree holders generally experience lower unemployment rates and are better positioned to achieve the ideal American Dream of homeownership, family, and quality education for their children. However, certain successful entrepreneurs like Bill Gates and Steve Jobs were college dropouts, emphasizing the importance of individual qualities, skill sets, and determination in shaping careers.

The argument stresses that, despite the importance of a college degree, education should not solely equate to corporate servitude. It calls for a broader understanding of education’s value beyond career success, highlighting its historical importance and the need for societal benefits, including reduced crime rates and improved health and safety.

The essay emphasizes the changing mindset of today’s youth, who may not fully appreciate the struggles their ancestors faced for education. It argues that developing an understanding of education’s broader impact, beyond personal success, is crucial for creating a society with fewer unemployed and uneducated individuals, fostering open-mindedness and effective problem-solving.

Ultimately, the essay concludes that addressing the issue of education’s importance goes beyond obtaining a college degree; it involves instilling a comprehensive understanding of education’s societal benefits among the younger generation. Once such awareness is established, debates over the significance of college education may cease.

Future: Is College the Best Option?

In deciding whether to send an individual to college, considering factors beyond future salaries and lifestyles is crucial. The rate of return on education becomes a significant aspect for parents, especially with the declining value of education and the proliferation of institutions claiming excellence without the necessary experience, faculty, and infrastructure.

Investing in a college that lacks credibility may not be worthwhile, as the value of the degree may not match that of renowned institutions like Harvard or Stanford. Families may prefer their child to enter the workforce directly, recognizing that certain colleges may not provide a substantial return on investment. Financial constraints or students’ inability to meet college standards due to various reasons, such as entrance exam failures or lacking specific skills, can also impact the decision to pursue higher education.

Community colleges, often overlooked and criticized, offer an alternative for individuals facing such challenges. Despite stereotypes, these institutions provide basic skill sets and exposure to real-world scenarios at an affordable fee structure. Students who are diligent and serious about their future can perform on par with graduates from top universities. This success is attributed not only to the knowledge gained but also to the well-rounded personalities and skill sets molded through overcoming challenges in obtaining a community college degree. Thus, this underscores the importance of personal abilities and skills in industry performance, with the college degree serving as a secondary factor.

Murray’s Opinion: Is College the Best Option?

Charles Murray quotes John Stuart Mill in his article “Are Too Many People Going to College?” stating that the objective of some universities, like the University of St. Andrews, is not to produce specialized professionals but capable and cultivated human beings (Murray). While many agree with this sentiment, there is a paradox as some argue that too many students attend college without aligning their field of study and career interests, making the investment in a college degree questionable.

Education is seen as essential for grooming individuals with good manners, personality, character, and a positive disposition towards others. However, some argue that elementary and secondary schools already instill these qualities, potentially rendering college education unnecessary if the primary focus is on cultivating human beings (Murray). This perspective is universal and practiced globally.

Despite this, the argument acknowledges that children’s brain cells are more active and responsive than those of college students. Therefore, teaching manners and skills at an early stage is considered a best practice to instill these values permanently. The preference for college admissions often leans towards students with a strong school background, as the foundational years shape an individual’s basic roots. Parents who invest significantly in their children’s early education prioritize building strong roots, emphasizing the importance of understanding the basics of intellectual life rather than focusing solely on scientific and biological discoveries (Graff).

Major Degrees: Is College the Best Option?

As discussed, the decision to pursue a college degree often hinges on the relevance of the major to the student’s future career. If a degree is not a prerequisite for the desired occupation, students may choose to skip college and enter their chosen field immediately. However, certain majors, such as liberal arts, face discouragement due to misconceptions about their value and job prospects.

Liberal arts majors, in particular, are often misunderstood, with parents and communities expressing concerns about potential political chaos and limited job opportunities associated with these degrees (Ungar). The perception that liberal arts graduates have contributed to societal challenges and economic recessions further contributes to reluctance in supporting such educational paths. Stereotypes persist, questioning the practicality of degrees in areas like French or deep knowledge in physics and sciences, leading parents to dissuade their children from pursuing these fields.

The job market for liberal arts graduates is seen as quiet, reinforcing the hesitancy to support these educational choices. This perspective aligns with the argument that education should enhance intellectual skills rather than mold students into corporate slaves serving industry needs (Ungar). The common practice of evaluating intelligence and career potential based on GPAs and academic scores is criticized. Success, the argument suggests, should be measured by an individual’s happiness and contentment with life, irrespective of high scores or college degrees (Rose).

The misconceptions about liberal arts students primarily entering politics and causing harm to the nation are challenged. The argument points out that graduates in liberal arts can contribute positively to society in areas like social work. It underscores the idea that high academic achievements do not guarantee high intellectual capabilities or a secure future (Rose). The shift in measuring success, according to this perspective, is vital for societies and communities to thrive.

Education: Is College the Best Option?

The concept of education and knowledge has undergone a significant transformation in the 20th century. While history illustrates the fervent pursuit of education by African Americans in the 18th and 19th centuries for freedom and independence, the motivation for education in the 20th century has evolved. Today, more than 80% of the world still considers education important, but the focus has shifted. In the past, individuals were driven by a hunger for independence and a thirst for knowledge, willing to endure torture and threats to secure education for themselves and future generations. In contrast, the youth of the 20th century views education and a college degree as tools for a promising career, symbolizing a pathway to a large house, a good car, and a luxurious lifestyle for their families. While providing for the family’s future is a commendable goal, the argument emphasizes the need to recognize the true importance of education in the lives of children. Education should aim to shape better human beings, enhancing intellectual capabilities, grooming personality, and developing a strong skill set to tackle various challenges. Going to college is seen as the initial step in this process.

College degrees are acknowledged for their potential to promise better careers, an improved standard of living, and enhanced opportunities compared to high school graduates. However, the decision to send students to college involves considerations such as the reputation of the institution, the necessity of a degree for the chosen occupation, career prospects, job outlook, and the individual’s basic skill set. In short, the argument advocates for education and knowledge to be accessible to everyone, emphasizing the improvement of fundamental intellectual skills, the ability to navigate arguments, and the grooming of personalities as essential outcomes.

Works Cited: Is College the Best Option?

1. Graff, Gerald. “Hidden Intellectualism (The Moves That Matter in Academic Writing).” 2009. Web. 27 Apr. 2022.
2. Hrabowski, Freeman A. “Colleges Prepare People for Life.” Tribunedigital-baltimoresun. 2013. Web. 27 Apr. 2022.
3. Murray, Charles. “Are Too Many People Going to College? – AEI.” AEI. American Enterprise Institute, 8 Sept. 2008. Web. 27 Apr. 2022.
4. Addison, Liz. “Two Years Are Better Than Four.” New York Times. New York Times Blog, 26 Sept. 2007. Web. 27 Apr. 2022.
5. Obama, Michell. “Remarks by the First Lady at Bowie State University Commencement Ceremony.” The White House. The White House, 2013. Web. 27 Apr. 2022.
6. Rose, Mike. “Blue-Collar Brilliance.” The American Scholar. The American Scholar, 1 June 2009. Web. 27 Apr. 2022.
7. Sawhill, Isabel, and Stephanie Owen. “Should Everyone Go To College?” Brookings. Web. 27 Apr. 2022.
8. Ungar, Sanford J. “7 Major Misperceptions About the Liberal Arts.” The Chronicle of Higher Education, 28 Feb. 2010. Web. 27 Apr. 2022.

Relevant Questions: Is College the Best Option?

1. Is College the Best Option for Everyone, or are there alternative paths that can lead to successful and fulfilling careers?
2. How does the Rising Cost of College Impact its Status as the Best Option for Higher Education?
3. In the Changing Landscape of Work, is College Still the Definitive Gateway to Success in Various Professions?

I. Introduction: Impact of Sex Trafficking

Hook: Impact of Sex trafficking is a worldwide menace which is causing serious effects on the psychological, mental and physical health of the victims.

Background Information: Sex trafficking and exploitation is a form of slavery which has been prevalent across the globe for thousands of years. From the Greek and Romans to the Middle Ages, and up until today, humans have been subject to various forms of physical and sexual slavery (“Timeline of Human Trafficking”)

Thesis Statement: Sex trafficking being an immense world problem is the result of unequal distribution of resources, male domination, marginalization and militarization which lead to psychological trauma, personality disorders and fatal sexually transmitted diseases among the illegally transported women and girls.

II. First Body Paragraph: Impact of Sex Trafficking

Topic Sentence: Unequal distribution of resources and male domination in society is the major cause of sex trafficking

1. Women and girls are more vulnerable in this male dominated society as they are less exposed to the opportunities.
2. Jobs are more open for males and females have to face the male chauvinism not only in the market but also in their family life
3. Their isolation and sometimes their helplessness cause their trafficking into sex business and they are trapped by sex traffickers (Nikolic-Ristanovic).

III. Second Body Paragraph: Impact of Sex Trafficking

            Topic Sentence: Militarization and marginalization of women cause frustration, domestic violence and ultimately their chances of being trafficked rise high.

1. Sex trafficking rise high during wars and unrest—sometimes it is deliberately arranged for army personnel.
2. When they are treated as low creatures in the society, their frustration increases and hence, their chances of being trafficked also increase.
3. Domestic violence is also the offshoot of this marginalization causing family unrest which may lead to any untoward activity.   

IV. Third Body Paragraph: Impact of Sex Trafficking

            Topic Sentence: Sex trafficking badly impacts the psychological health of women and girls being illegally transported which may take many years for rehabilitation in the rehabilitation centers.

1. when the girls and women are taken to any other place for sex business, they become machines and hence lose the psychological stability.
2. They fall a victim to psychosis, neurosis and sometimes schizophrenia.
3. The young girls having this bad experience cannot forget this incident for all their life and it haunts them (Chung).

V. Fourth Body Paragraph: Impact of Sex Trafficking

            Topic Sentence: Sex trafficking not only is a cause of HIV/Aids and other STDs but also causes bad effect on their health and they start taking drugs to avert their body pains and stress.

1. Women and girls being illegally taken for sex business are often get drug addicted to forget their loss and they also incur other problems.
2. They need medicines and drugs to relieve their pains
3. They get many incurable diseases like HIV/ Aids and other STDs (“Human Trafficking and HIV/AIDS”).

V. Conclusion: Impact of Sex Trafficking

1. Rephrasing Thesis Statement: In brief, sex trafficking is a worldwide problem which has affected the large population of women and girls both psychologically and physically.
2. Concluding Remarks: The world should immediately pay attention to this menace to safeguard the millions of girls and women illegally transported for sex business. In this way, they can be given their equal right to live in this world as respectable citizens.

Works Cited: Impact of Sex Trafficking

1. Chung, Rita Chi-Ying. “Human Trafficking for Sexual Exploitation: Psychological & Cultural Impacts.” Globality. Globality. 2006.Web. 23 Feb. 2022.
2. “Human Trafficking and HIV/AIDS.” n.d. Web. 23 Feb 2022.
3. Nikolic-Ristanovic, Vesna. “Sex Trafficking: The Impact of War, Militarism and Globalization in Eastern Europe.” Journal of Political Theory and Research on Globalization, Development and Gender Issues (n.d.).
4. “Timeline of Human Trafficking.” n.d. Web. 23 Feb 2022.

Introduction: Ignorance is Killing Humanity

Ignorance is killing humanity, a silent adversary that thrives on the absence of knowledge and understanding, eroding the fabric of progress and compassion. In response to ignorance, Mark Twain once gave an interesting reply, stating, “All you need in life is ignorance and confidence, and then success is sure.” The ample evidence of this quote from the celebrated literary icon is just emerging in the form of elections in the United States and various Western nations, where ignorant demagogues enter offices without the knowledge and skills required for navigating the world of politics and diplomacy. The same holds true for the threat of beauty stereotypes, as black, Arab, and Mexican teenage girls look up to Kardashians and other models as their ultimate role models, aspiring to attain the same bodies depicted in posters, advertisements, and hoardings. While it seems that the media plays a role in fostering this ignorance, it is not the whole story. Ignorance, in essence, signifies a lack of knowledge about the real facts behind things, encompassing the absence of information and even a willingness not to learn essential aspects to understand the world. The current issue with ignorance, despite the digitization of media and the influence of millennials, is that it leads to various problems of discrimination and segregation, causing people to view the world through a stereotyping lens.

Media’s Role: Ignorance is Killing Humanity

While it may be inappropriate to solely attribute the rise of ignorance to the digitization of media and the world, it has undoubtedly played a role. The technological advances and prevalence of social media are key components of this digital era, giving rise to the millennial generation, commonly defined as those born between 1980 and 2000. In today’s digital age, millennials use social media platforms to communicate, share videos on YouTube, post pictures on Facebook, and express opinions on Twitter, often without a full understanding of the implications of their actions. Jerry Adler contends that the digital era not only empowers but also exerts control over its users, leading them to engage in activities without a comprehensive understanding of their consequences. He notes, “On one hand, millennials consume so much media they can’t concentrate, torn as they are between texting, posting on Facebook, and watching YouTube,” a significant factor contributing to their ignorance (495).

Adler further identifies individuals raised in a digital media world as digital Nisei, distinct from the older generation that had to adapt to technology. This generation is characterized by a constant need for connectivity, relying on devices such as phones, laptops, and smartwatches. Teenagers, in particular, feel lost without these devices, contributing to a creeping sense of ignorance as they become increasingly dependent on technology, resulting in decreased knowledge and understanding. Paradoxically, technology has aided in making them less informed and more ignorant, even as they assert influence in this digital arena.

Millennials: Ignorance is Killing Humanity

Millennials, despite being the most media-savvy generation, have consciously chosen ignorance, particularly when it comes to their perceptions of body image and self-worth. Media, as Jamie Santa Cruz of the Atlantic points out, plays a significant role in shaping their ideals, promoting unrealistic standards epitomized by images of Barbie dolls for women and action figures with chiseled physiques for men (Cruz). Despite the difficulty in achieving these standards, millennials strive to conform.

To boost fashion product sales, magazines, and modeling agencies contribute to altering the mindset of this generation regarding their bodies, fostering a culture of discontent. Santa Cruz contends that women are pressured to attain a double-zero pant size, while men aspire to develop muscles and six-packs. Citing a study published in JAMA Pediatrics, she notes that nearly 18 percent of boys are highly concerned about their weight and physique (334).

Additionally, a study by Natalia Kazmierczak, Rafal Patryn, and Antoni Niedzielski reveals the profound impact of models on social media, particularly on millennials who willingly succumb to their self-imposed ignorance. The study finds that many individuals develop eating disorders like bulimia and anorexia, with 32.4% associating anorexia with beauty and success. Kazmierczak and colleagues state, “They do not accept their bodies and, in result, try to achieve an ideally slim and, in consequence, a boyish figure” (303), highlighting the pervasive ignorance exhibited in the face of relentless media influence. This ignorance extends beyond millennials, causing broader societal issues and problems.

Problems: Ignorance is Killing Humanity

Ignorance is giving rise to various societal problems, including discrimination, which manifests in various forms such as religious, ethnic, racial, and linguistic biases. When people perceive others in terms of groups, discrimination often ensues, fostering a mindset where some groups believe they are superior to others, exemplified by the experiences of Firoozeh Dumas, an Iranian writer who faced prejudice due to her foreign name (379). Such discrimination arises from the extremes of thinking that people are either entirely the same or fundamentally different, reflecting a lack of understanding and acceptance that differences can coexist with similarities.

Slavery, as a historical form of discrimination, has evolved into modern-day human trafficking, with an estimated 20 to 30 million slaves worldwide and approximately 800,000 people trafficked illegally across borders each year, as reported by the CNN Freedom Project. Furthermore, 79% of modern-day slaves are exploited in the labor industry. A harrowing true story from Riyadh narrated by Almaza, an immigrant worker, illustrates the severe conditions, mistreatment, and sexual abuse she endured while working for a cruel family (Dix, Benjamin, and Pollox 177). In this case, both the victims and the abusers were ignorant of their rights, exemplifying a willful ignorance that led to Almaza’s enslavement and her masters’ abusive behavior.

Racism is another manifestation of ignorance, further highlighting the societal problems rooted in a lack of understanding and empathy.

Racism: Ignorance is Killing Humanity

Ignorance regarding racism is prevalent in Western societies, where Syrian refugees, for instance, are often mistreated based on their Muslim identity and nationality, hindering their assimilation. Biases against unfamiliar names pose challenges for Arabs seeking careers abroad, leading many to consider changing their identities. Such ignorance fosters stereotypical prejudices, discrimination, and, ultimately, social unrest and conflicts.

Dr. Jack G. Shaheen, a writer and lecturer focusing on racial and ethnic stereotypes, highlights the perpetuation of negative Arab stereotypes in Hollywood. In the film “Reel Bad Arabs,” he exposes Hollywood’s consistent portrayal of Arabs as villains, terrorists, and subhuman, contributing to biased perceptions. Howard Beale emphasizes this ignorance, stating that a small percentage of people read books or newspapers, relying on television for their truth, which can be manipulated (“Reel Bad Arabs: How Hollywood Vilifies a People”).

Another example comes from the movie “Alex and Eve” (2016), portraying a love story between a Christian Greek boy and a Muslim girl. The film illustrates how the Greek Christian family stereotypes Eve’s family as Muslim terrorists, highlighting how ignorance influences narratives. Howard Beale’s insight that television is an amusement park and not the truth underscores the notion that people tend to believe what they see without questioning or seeking more information, perpetuating their ignorance (“We’re in a Lot of Trouble!”).

Conclusion: Ignorance is Killing Humanity

Putting it briefly, it is fair to assert that ignorance is a fundamental source of many global issues faced by people today. Despite these challenges, solutions to combat ignorance are available. Initiatives like the Dove Campaign, celebrated by Nina Bahadur of the Huffington Post, have actively worked to redefine beauty standards by featuring women of various forms and sizes as models, emphasizing the celebration of unique differences (Bahadur). To address ignorance, individuals must learn to critically analyze information and not blindly accept everything they see and hear. Education stands as a powerful weapon against discrimination and willful ignorance. Discrimination is not inherent but results from the prevailing environment and culture, and education can reshape these perspectives. Creating a safe and diverse environment, free from ignorance, is crucial for instilling correct life standards. Awareness campaigns are essential to liberate people from the cages of discrimination and slavery. In short, education emerges as a potent tool to combat ignorance—the root feeding the tree of evil. It serves as the beacon of light illuminating the dark paths of discrimination, slavery, and false perceptions. Education holds the key to addressing and resolving many of the problems plaguing humanity.

Works Cited: Ignorance is Killing Humanity

1. Adler, Jerry. “Meet the First Digital Generation. Now Get to Play by Their Rules.” Wired Magazine, Shifting Narratives, 16 Apr. 2013: 494-500. Print.
2. Bahadur, Nina. “Dove ‘Real Beauty’ Campaign Turns 10: How A Brand Tried To Change The Conversation About Female Beauty.” The Huffington Post. 21 Jan. 2022. www.huffingtonpost.com/…/dove-real-beauty-campaign-turns-10_n_4575940.html. Accessed on 16 Apr. 2022.
3. Cruz, Jamie Santa. “Body- Image Pressure Increasingly Affects Boys.”  The Atlantic, Shifting Narratives, 10 Mar. 2014: 333-37. Print.
4. Dix, Benjamin, and Lindsay Pollox. “Almaza: A Story of Migrant Labour.” BBC News Magazine, Shifting Narratives, 30 Sept. 2014: 176-201. Print.
5. Dumas, Firoozeh. “The F Word”, and excerpt from “Funny in Farsi: A Memoir of Growing Up Iranian in America”. 2003. Print.
6. Kazmierczak, Natalia, et al. “Influence of Mass Media on Emergence of Eating Disordes Amongst Young People.” Polish Journal of Public Health, vol. 123, no. 4, Oct. 2013, pp. 301-304. EBSCO host. Web. 16 April 2022.
7. “Reel Bad Arabs: How Hollywood Vilifies a People.” Perf. Jack Shaheen. Youtube. N.p., 17 July 2016. www.youtube.com/watch?v=Ukg-OMMQ36w. Accessed on 16 Apr. 2022.
8. Shaheen, Jack. “The Media’s Image of Arabs.” Crossing Cultures. n.d.: 433-34. Print.
9. “We’re in a Lot of Trouble!” Perf. Howard Beale. Youtube. The Ghost, 16 June 2008. www.youtube.com/watch?v=HFvT_qEZJf8. 16 Apr. 2022.

Relevant Questions about Ignorance is Killing Humanity

1. How does ignorance contribute to the detrimental effects on humanity, acting as a silent force that undermines progress and compassion?
2. In what ways can we address and combat the consequences of ignorance, recognizing its impact on the well-being and unity of humanity?
3. What role does education and awareness play in mitigating the destructive consequences of ignorance, and how can societies actively work towards eradicating this silent threat?

Introduction: Human Trafficking

Funk & Wagnalls New World Encyclopedia defines human trafficking as the recruitment of people for trafficking for two reasons: sexual exploitation or bonded or forced labor with no pay or minimum wages. It means the person exploited is in a vulnerable position, akin to modern-day slavery, and exists in almost all countries worldwide in one form or another. A rapidly growing criminal enterprise, human trafficking is carried out underground, targeting religious, ethnic, or racial minorities, as well as the poor and the unemployed (“Human Trafficking”). Carol Allais terms it a complicated phenomenon, taking place in a well-organized manner globally, where smuggling of children, women, and minority groups occurs for purposes such as prostitution, forced marriages, servitude, betting, and other criminal activities, including the removal of healthy body organs.

The Palermo Protocol of UNHCR defines human smuggling not only as recruitment but also as transportation, transfer, and abduction through any means other than real consent, abusing power, and exploiting the weakness of the victims. It includes all the reasons cited above (272). Further explaining, Pooja Theressa Stansals, in her article “Transborder Human Trafficking in Malaysian Waters: Addressing Root Causes,” argues that human trafficking is like illegal smuggling of people, but there is a difference. Smuggling is completely illegal, while human trafficking sometimes becomes legal when victims give their consent (599). It means human smuggling, whether legal or illegal, is the recruitment, transportation, and conveyance of vulnerable segments of any society across national or international borders for prostitution, forced labor, slavery, forced work, or any other abuse of vulnerable victims.

Involving a host of reasons such as poverty, economic benefits, ethnic or religious violence, wars, discrimination, and exploitation, human smuggling not only requires global but also state-level efforts with legal cover to eradicate this menace.

Phenomenon of Human Trafficking

As highlighted by Carol Allais, human smuggling is indeed a highly intricate phenomenon. Despite the clear and concise definition provided by the UNHCR Palermo Protocol, several grey areas exist where this definition may not fully apply, as Vanessa Neumann elaborates on the complexities associated with its definition and assessment.

Neumann points out that human smuggling is not merely an event but a process involving individuals who engage in smuggling vulnerable victims. Another complication she raises is that this phenomenon can sometimes transform into smuggling, especially when victims provide their full consent. This adds complexity to the challenge of evaluating cases where an individual transitions from smuggling based on the circumstances in which they find themselves. A third issue involves the degree of exploitation experienced by the victims, as some may refrain from testifying due to perceived economic advantages (3). This complicates the task of uncovering the true motivations behind this type of smuggling.

It becomes imperative to establish a clear distinction between smuggling and traffickings, a task that is at times hindered by ambiguities in definitions and the complex realities on the ground

Reasons of Human Trafficking

Setting aside the debate on ambiguities, Siddharth Kara, in his article “Supply and Demand,” outlines various reasons for human traffickings. He asserts that the existence of human trafficking is rooted in demand, and if there were no demand for human slavery, there would be no supply and no traffickings. Kara identifies poverty as a primary factor contributing to the demand, emphasizing that economic incentives play a crucial role. Both criminal agents and victims may resort to trafficking as a means to escape poverty, although for criminal agents, it often serves as a lucrative profit-generating activity.

In addition to poverty, other contributing factors include lawlessness, war, violence, and religious bias. Vulnerable individuals are often targeted based on gender, race, or ethnicity. Instability, military conflicts, natural disasters, and corruption are additional elements that promote this phenomenon (69). It is evident that social and economic issues give rise to human trafficking, and the phenomenon persists as it aligns with the market rule of supply and demand, meeting the labor cost-cutting goals of commercial entities.

However, this acknowledgment does not imply a lack of efforts to eradicate human trafficking. Various entities, including the UNHCR and world governments, actively work to legislate against human trafficking, achieving some success in combating this pervasive issue.

Combating Human Trafficking

Understanding the economic forces at play is crucial in combating human trafficking. Siddharth Kara proposes several measures, including strict economic policies, stringent penalties, fast and rigorous prosecution, and addressing the actual demand (71). However, he acknowledges the existence of loopholes, stemming not only from ambiguities but also from missing links in the smuggling and human trafficking networks.

Vanessa Neumann emphasizes the importance of clearing the flow of money as the first step, followed by the identification of networks. This aligns with Kara’s suggestion of ending the demand through personal efforts (50). The challenge is compounded by uncontrollable human emotions, including intemperate desires and greed. Global agencies such as the International Labor Organization (ILO), UNHCR, and even US law enforcement agencies face difficulties in their actions due to the interests of various commercial entities dominating legislation and enforcement.

A concerted and collective campaign led by the UN is deemed necessary for the eradication of human trafficking, recognizing the need to address economic, legal, and emotional factors contributing to its persistence.

Conclusion: Human Trafficking

In short, human smuggling has been an enduring issue throughout history. Driven by intemperate desires, individuals exploit the vulnerabilities of others wherever they exist. As times change, the complexity of human smuggling increases, adapting to shifting vulnerabilities. Modern traffickers exploit not only economic deprivations but also ethnic conflicts, religious discrimination, and violence to ensnare victims and transport them globally.

The intricacies between smuggling contribute to the challenges in eradicating this menace, despite the existence of global and local laws. This failure is exacerbated by the involvement of global economic forces and the fundamental rule of supply and demand in the economy. Additionally, various commercial entities have vested interests in human traffickings. Addressing this issue requires a multifaceted approach, including public awareness campaigns, legal interventions, and support from governments and multinational corporations to effectively end this pervasive menace.

Works Cited: Human Trafficking

1. Allais, Carol. “Human Traffickings: Some Research Challenges for South Africa.”Acta Academica. 45.3 (2013) : 271-292. Web. 05 March 2022.
2. “Human Trafficking.”Funk & Wagnalls New World Encyclopedia. 2015. World Book, Inc., Chicago. Web. 05 March 2022.
3. Kara, Siddharth. “Supply and Demand: Human Trafficking in the Global Economy. “Harvard International Review. (2011): 66-71. Web. 05 March 2022.
4. Neumann, Vanessa. “Never Mind the Metrics: Disrupting Human Trafficking by Other Means.” Journal of International Affairs. 68.2 (2015): 1-7.Web. 05 March 2022.
5. Stansals, Pooja Theresa. “Transborder Human Trafficking in Malaysian Waters: Addressing the Root Causes.”Journal of Maritime Law and Commerce, 41.4 (Oct. 2010): 599-604. Web. 05 March 2022.

Relevant Questions about Human Trafficking

1. What factors contribute to the prevalence of human smuggling and what are the root causes of this pervasive problem?
2. How do socio-economic factors, political instability, and cultural influences contribute to the vulnerability of individuals to human smuggling?
3. In addressing the issue of human trafficking, what are effective and comprehensive solutions that involve collaboration between governments, NGOs, and communities to prevent, rescue, and rehabilitate victims?

Introduction: How Dance Impacts Advertisements

Although dance is the only surviving classical art form, it has also undergone evolution in recent years, prompting the question of how dance impacts advertisements. Its stages have become more sophisticated than ever before, with various styles emerging, providing dancing artists with numerous opportunities to showcase their skills. No longer confined to being mere entertainers, they have gained recognition as artists alongside their counterparts in other forms. Both these aspects of this fine art have created a market for dance, offering several job opportunities for dancers.

In this process, diverse job openings, such as artistic dance directions and costume design professions, have been established. Notably, numerous top brands have collaborated with dancers for commercials to market their products. For instance, Ford partnered with Pilobolus Dance Company to produce a one-minute advertisement for their flagship car, Human Car – Ford Pilobolus, which aired in 2008 (“Ford Motor Company & Pilobolus Dance Company”).

Piloblous and Question of How Dance Impacts Advertisements

Established in America and based in both Belgium and the United States, Pilobolus, as a modern dance company, has recently emerged on the scene. Although it started back in 1971, the company has earned accolades such as the Berlin Critic’s Prize, the Brandeis Award, the Grammy Award, and the Schotsman Award, reflecting the quality of its work and choreographic style (Pilobolus, 1). Its performance collaborations for ads are not limited to Ford alone; it has also partnered with Google, IBM, Toyota, Opel, and another giant car manufacturer, Toyota (7).

However, its recent performances have garnered acclaim, considered masterpieces such as “Human Car – Ford Pilobolus.” In this ad, Pilobolus dancers showcase their dance steps to introduce a new model of Ford. More than fourteen dancers collaborate to create the illusion of their bodies forming different models of the car.

Human Body and How Dance Impacts Advertisements

This company has demonstrated that the human body is not limited to its physical structure; it can be molded into different forms, even resembling a car. As one of the widely recognized forms of media, dance is not only expensive but also magical. The creativity, uniqueness, and skills displayed by Pilobolus are top-notch, and their imagination and the range of artistic limits are impressive.

Dance critics have identified the techniques used, noting that the artistic skills were borrowed from a mime troupe (1). Dancers mimic this art form by joining their bodies to create different models of the car being advertised. The perfection of the portrayal of the car is mesmerizing for viewers of the commercials. They not only form the full body of the car but also create different shapes for its parts, such as headlights, bumpers, grills, hood, and the Ford emblem. However, an intriguing aspect is that the dancers only use wheels and nothing else. To someone unfamiliar with the dancing troupe, their illusions might be mistaken for an actual moving car.

Director and Question of How Dance Impacts Advertisements

However, it is not just the dancers’ trick; the director also played a crucial role. The director did an excellent job of illuminating the commercial, as the illusion was further enhanced by the play of light and shadow and their combinations. Shadows played a significant role in amalgamating body parts to form illusions. To make the final illusion realistic, lights were strategically included, resulting in a brilliant show.

The concluding text, “Powered by You,” serves as a clear reflection of the silent message conveyed by the dancers from the opening illusions to the last one. Ford aimed to communicate to its marketers that its products are tailored for consumers and have inspired them. Every aspect of their product has been designed to showcase the comfort and usability of their vehicle. Ford’s goal to increase appeal for its car model was duly achieved. This commercial is not only inventive but also educational and informative.

Works Cited: How Dance Impacts Advertisements

1. Bailiwick, John. “Pilobolus: From Jock Goof-offs to the Oscars, and Beyond.” The American Society of Cinematography. The American Society of Cinematography, 19 Nov. 2009. Web. 25 March. 2022.
2. Ford Motor Company & Pilobolus Dance Company. “”. Youtube. Ford Motor Company & Pilobolus Dance Company, 7 Nov. 2008. Web. 25 March. 2022.
3. Pilobolus. “Pilobolus Debuts Lumi on Dragon Innovation.” PilobolusBlog. PilobolusBlog, 24 Sep. 2013. Web. 25 March. 2022.
4. Pilobolus. Pilobolus Program Madison. Pilobolus,2010. PDF file.

Relevant Questions about How Dance Impacts Advertisements

1. How does dance impact advertisements by enhancing visual appeal and message delivery?
2. In what ways do dance collaborations, exemplified by companies like Pilobolus, contribute to the uniqueness and creativity of marketing campaigns?
3. How can the use of dance in advertisements, as demonstrated by companies like Ford and Pilobolus, influence consumer perception and engagement with a brand?

Introduction: “Adopting a Creator Mindset”

Skip Downing has divided his chapter “Adopting a Creator Mindset” into three major parts. He discusses self-responsibility to highlight how it is a key to success, how it shapes the mindset of a creator versus a victim, how it varies and impacts individuals across cultures, and how it is intertwined with the choices individuals make in their careers or lives. In the first part, Downing references the opinions of authorities such as Richard Logan, who stated that individuals facing different challenges, such as those in “concentration camps,” take responsibility for their survival (41). Thus, self-responsibility plays a crucial role in their ultimate survival. Downing also presents a case study of Debora, who failed her English 101, illustrating the concepts of the creator and victim mindsets. He then cites the well-known example of Rosa Parks.

In the second part, Downing delves into the cultural background’s role in determining responsibility. A major point he discusses is the “locus of control,” which becomes a central factor when viewing the assumption of responsibility through a cultural lens (43). In the third part, he elaborates on the choices individuals make and how they respond to them. He terms self-responsibility as a key to success, creating a mindset that, despite facing cultural constraints, ultimately leads to the final decision-making process in response to stimuli. Downing not only highlights the role of self-responsibility but also discusses its limitations across different cultures. He explores how the choices individuals make regarding responsibility contribute to their success in life.

Self-Responsibility in “Adopting a Creator Mindset”

In the first part, Downing emphasizes that self-responsibility is the key to success, whether in terms of survival, educational pursuits, or passing examinations. He cites the insights of Richard Logan, a psychologist, who studied successful individuals and concluded that they assumed self-responsibility by creating their own paths for survival. Downing refers to this as “response-ability,” signifying an individual’s capacity to respond to the choices they encounter in life (41). He argues that it involves becoming actively engaged to face challenges, as opposed to passively letting events unfold without taking intentional action (41).

To illustrate this point, Downing shares the case of Debora, one of his students who failed English 101 three times due to her passivity in embracing her responsibilities. Her persistent use of the word “but” in her conversations became a contributing factor to her failure (42). This passivity transformed her into a victim mindset, highlighting the detrimental consequences of not taking up self-responsibility.

Mindset Type in “Adopting a Creator Mindset”

In the second part, Downing explores the dynamics of a victim and a creator mindset. He asserts that an individual adopts a victim mindset when they refrain from taking up responsibilities and consciously choose to remain inactive. This choice leads to the development of a set of beliefs, which Downing labels as a “mindset,” trapping individuals in what he terms a “Victim mindset” (42). This mindset hinders people from acting on their choices, causing them to become passive.

On the contrary, the Creator mindset represents individuals who actively seek various options and choose to implement one of them to bring about positive change in their lives. Downing describes it as taking up personal responsibility, akin to forging a new path. As an illustrative example, he mentions Rosa Parks, who serves as an “inspiring example” of someone with a creator mindset (43).

Culture and “Adopting a Creator Mindset”

In the third part, Downing delves into the influence of culture on responsibility and outcomes. He references the insights of psychologist Julian Rotter, who introduces the concept of a “locus of control” within each culture, shaping people’s perceptions of external forces (43). In cultures with an “internal locus of control,” individuals believe that destiny is within their own hands (43). On the other hand, in some cultures, destiny is associated with cultural symbols, as seen in the Muslim culture where the phrase “God willing” is invoked when initiating or postponing tasks. Downing suggests that these cultural trends contribute to determinism, self-determination, and the issue of assuming personal responsibility. To illustrate this, he cites the example of William Henley, encouraging readers to take charge of their destiny as a compelling point (44). This highlights the interplay between cultural influences, determinism, and the individual’s ability to take personal responsibility.

Choice and “Adopting a Creator Mindset”

This leads him to delve into the concept of choice, examining whether an individual possesses agency in their life and the power to exercise this choice. Downing contends that the act of making a choice compels a person to engage in critical decision-making. When faced with a stimulus, he suggests that a person with a Victim mindset is likely to complain and make excuses, whereas an individual with a Creator mindset would pause, reflect, and then make a decision or explore alternative options (45). In fact, he distinguishes between a person who blames others, indicative of a Victim mindset, and a person who takes up self-responsibility, often leading to success and characterized as having a Creator mindset. The ability to navigate choices and take responsibility becomes a pivotal factor in determining an individual’s mindset and subsequent outcomes.

Me and “Adopting a Creator Mindset”

One part of this chapter, concerning culture, relates to a friend of mine. I have found that he frequently complains about difficult tasks assigned to him here in the United States. I won’t mention his name. However, I’ve observed him consistently blaming either his professors or a friend, whom he claims doesn’t teach him when they are together. Interestingly, this specific friend has informed me that the complaining friend often makes excuses, such as going shopping, having no time at the moment, planning to study later on weekends, or going to sleep. This behavior indicates that he has a Victim mindset.

Works Cited: “Adopting a Creator Mindset”‘

1. Downing, Skip. On Course: Strategies for Creating Success in College and in Life. 4th ed. Boston: Cengage Publishing,2004. 41-46. Print.

Relevant Questions: “Adopting a Creator Mindset”

1. What is the central role of self-responsibility in “Adopting a Creator Mindset”?
2. How does culture influence responsibility and outcomes in the context of “Adopting a Creator Mindset”?
3. What distinguishes the characteristics of a Creator mindset from a Victim mindset in the chapter?