Tag: short essays

Introduction: Race and Ethnic Relations: Chapter-7 Review

This chapter of the book “Race and Ethnic Relations: American and Global Perspectives” by Martin N. Marger provides a detailed depiction of African-Americans in the American context, delineating them as a minority distinct from other immigrants, marked by profound imprints of two centuries of slavery and racial segregation across various aspects of life. Marger conducts a thorough examination of the population, ethnic diversity among new immigrants, demographic patterns of African Americans in different U.S. states, their economic status, reasons for poverty, educational implications and consequences, as well as political and financial power. The chapter also delves into modern nuances of segregation through popular surveys, presenting detailed statistics and charts.

Marger further discusses legislative and social efforts aimed at integrating African Americans into the white population, examining their failures, the reasons behind these failures, and the transformations that have occurred in racial attitudes. The chapter also includes self-reflections from the African-American community. It not only presents demographic patterns but also explores detailed aspects of racial segregation, assimilation efforts, and their outcomes.

Demography and Race and Ethnic Relations

Regarding demographic patterns, Marger observes a diverse b**k community, including a significant portion of the original African-Americans and an immigrant population from Jamaica, Haiti, and other African communities that are not considered part of the African American category. Initially concentrated in the Southern states, this community migrated from the “rural South to the urban North” during the first decades of the previous century (Marger 181). This migration trend fluctuated with economic shifts, and eventually, most African Americans established their communities in urban areas. Presently, nearly every major American city has an African-American ghetto, or multiple ghettos. As an example, Marger cites the New York Metropolitan area, housing more than “10 percent of the total b***k population” (182). In essence, he suggests that urban areas provided the community with better opportunities for economic survival, serving as a major incentive for their migration to urban centers. I agree with this perspective, given that Marger supports this argument with credible research surveys from sources such as Pew and Gallup, along with several other research studies. The situations observed in various U.S. cities also align with Marger’s views.

Economic Status and Race and Ethnic Relations

Marger extensively examines the major reasons, starting with the economic status of the African American community. He argues that their history of slavery has contributed to their persistently low financial position, which continued until the recent past. This financial status was further sustained by “a system of direct and intentional discrimination,” with Marger attributing responsibility to the white population (182).

While economic status rose in four different patterns, marked by an increase in b**k household income and the emergence of different classes, poverty remained a significant factor in perpetuating the disadvantaged status of the poor within the community. Marger notes that although wealth increased in some b**k families, the overall percentage of wealthy blacks remained relatively low, even with a sharp increase during the 1990s. He emphasizes that the rise in occupational income and increased educational opportunities elevated the status of different classes within the African American community. For instance, he highlights that white-collar jobs, which accounted for only 6% in 1940, increased to 23% in 1970. Similarly, educational levels experienced a notable surge during the 1990s (190).

Presenting the Wilson Thesis concerning class or race, Marger argues that class factors still dominate the marginalization of the African American community, creating three distinct classes, including the poor within these classes. Regarding societal power, Marger contends that despite African Americans attaining political power, even reaching the presidency, they continue to face marginalization through residential discrimination, the formation of b**ck ghettos, and the perpetuation of stereotypical impressions portraying them as poor, violent, lazy, and boorish. While Marger acknowledges changes in the pattern of discrimination, he asserts that stereotypes persist within both white and b**ck communities, manifesting as dominative and aversive racism, laissez-faire racism, or color-blind racism (202). Marger’s perspective is accurate, and I concur with him that racial segregation has evolved but remains embedded in the mental makeup of both communities.

Assimilation and Race and Ethnic Relations

 Efforts toward assimilation and the patterns of reverse assimilation, structural assimilation, and social assimilation have persisted, giving rise to challenges rooted in the issue of skin color, an inherent characteristic. Drawing upon various studies, Marger asserts that in cultural assimilation, the African American community has developed its own distinctive culture, linguistic style, and music. In terms of structural assimilation, the U.S. Government has implemented various legislative and administrative reforms to integrate this significant segment of the population into American society. Marger refers to the inequalitarian pluralistic model, indicating that this model continues to be applied to this ethnic group, often labeled as “internal colonialism” by social scientists (207).

Despite these concerted efforts, the visibility of African Americans persists due to their natural skin color, an acknowledgment made by the community itself. It remains an undeniable truth that African Americans are present in every facet of life, leading to the emergence of stereotypical images whenever a b**ck individual is encountered. Consequently, I concur with the notion that despite assimilation efforts, the visibility of African Americans endures in the social fabric of the United States.

Conclusion and Opinion about Race and Ethnic Relations

In summary, the issue of racial segregation for b**ck African Americans has persisted since the era of slavery, spanning nearly two centuries. This enduring situation is rooted not only in the marginal status of the community itself but also in the resistance from the dominant white class. The social, financial, and educational disadvantages faced by the b**ck community have further contributed to the perpetuation of racial segregation. Marger’s statistical evidence supports the argument that despite legislative and administrative interventions, racism has evolved into different forms. Despite assimilation efforts, the visible manifestation of racial discrimination remains evident in the color of the community.

In my overall assessment, the chapter takes a comprehensive view of the African American community, distinguishing it from other b**ck immigrants. It effectively addresses the longstanding problem of racial segregation, exploring the roles of economy, education, social structures, and industrialization, along with government measures and assimilation challenges. I find it to be a well-crafted chapter that presents a segregated community’s problems, underlying reasons, and its assimilation alongside new challenges. I concur with Marger’s perspective that these issues are likely to persist in the foreseeable future due to the skin color of the community.

Reference: Race and Ethnic Relations

1. Marger, N. M. (2009). Race and Ethnic Relations: American and Global Perspective. 8^th Ed. Wadsworth CENGAGE Learning.

Relevant Questions: Race and Ethnic Relations

1. How does Marger in “Race and Ethnic Relations: American and Global Perspective” address the impact of historical factors on contemporary race and ethnic relations, particularly in the United States?
2. In the context of the global perspective presented by Marger, what key insights does the book offer regarding the similarities and differences in race and ethnic relations across various countries and regions?
3. How does Marger explore the concept of intersectionality in the context of race and ethnic relations, considering factors such as gender, social class, and other identity markers?

Introduction: Absence of Discourse in College Education

Although schools and colleges intend to prepare students for ideal literacy, the existing practice is far from the ideal due to the absence of discourse in college education. Theodor Sizer, while highlighting eight principles of learning and “The Seven Cardinal Principles of Secondary Education,” argues that “Americans agree on the goals for their higher learning,” but all the words such as literacy, ability, knowledge, self-knowledge, social ethics, etc. “beg definition” (264). David Barton and Mary Hamilton call literacy a “social event” best defined through literacy practices, context, and texts (248). Mezirow calls it the US and Australian governments’ goals of “key competencies,” such as information analysis, problem-solving, and judgment, etc. (270). Barry Alford calls it critical literacy (281), while W. J. Reeves says that education or literacy in college means being culturally aware, and this process of “Becoming culturally aware involves change, and change is frightening” for the students for which they are not prepared (342).

According to the above quotes from these renowned educationists, American schools as well as colleges have well-defined objectives. However, the problem lies not only in the implementation of these objectives in the real context but also in clarifying these objectives to the students. The result is often a complete or partial failure in the fulfillment of the real objectives. The major problem is that real learning does not take place, which includes making the students good critical writers, good individuals, autonomous thinkers, knowledge seekers, decision-makers, problem solvers, and independent individuals.

This poses a problem, as discourse rarely takes place. The students are to amalgamate into the social fabric following their exit from college life after graduation, but they rarely prepare for this during their stay in college. Therefore, in such a situation, the real problem arises in all aspects of learning, from critical thinking skills or literacy to autonomous thinking, problem-solving, and independence of mind.

Absence of Discourse in College Education

In the realm of critical literacy, discourse plays a crucial role. Discourse, understood as a form of dialogue, holds significant importance in literacy. Unfortunately, meaningful dialogue is a rare occurrence within the educational system, with only a few top colleges and universities facilitating it. Theodore Sizer, while narrating the schedule of a school-going boy named Mark, contends that in Mark’s tightly packed schedule, there is minimal opportunity for meaningful discussions with tutors, highlighting a systemic issue prevalent across the entire United States. Sizer describes this as a disparity between “one of words and the other of practice” (263). The problem, according to Sizer, lies in the lack of clarity regarding the real objectives of going to school for students like Mark. The mere rhetoric of objectives does not address the issues faced by students dealing with “restlessness in school,” where some students are merely passing time (263). Sizer argues that there is a lack of rationale behind this practice, as it fails to contribute to the development of a “whole person” (266).

Sizer further contends that the absence of discourse or dialogue is a significant factor contributing to this issue, stating that “the opportunity of teachers to challenge students’ ideas in a systematic and logical way is limited” (266). However, discourse does not occur in isolation; it happens within a social context. Barry Alford supports this idea, emphasizing the importance of including student voices in the classroom, echoing Ira Shor’s perspective, even in issues related to composition (280). The ultimate objective is to foster critical thinking skills among students.

Reason of Absence of Discourse in College Education

Barry Alford’s argument revolves around the idea that students’ notions must be challenged to prevent their thinking from stagnating. Without such challenges, students are less likely to become analytical thinkers or effective problem solvers. The absence of engagement with boundaries and a reluctance to challenge accepted notions hinder the development of critical thinking skills, as students fail to question what is deemed acceptable (281).

This situation poses a challenge for teachers and professors, as critical thinking and problem-solving are fostered within a discourse that constitutes a literacy event, expressed either verbally or through written texts. According to David Barton and Mary Hamilton, literacy is a “set of social practices” observable in events mediated by written texts (248). While they expand the definition to encompass social, cultural, political, and financial aspects, problems arise when these dimensions shift with the changing power structures and institutional demands, diluting the real educational objectives. Despite the occurrence of rituals like receiving a graduation certificate, Sizer argues that genuine learning, encompassing various facets, seldom occurs, stating that “One certainly does not learn these things merely from lecturers and textbooks” (266).

The question then arises: How is real learning achieved? The answer points to the identified problem of the absence of dialogue or discourse within the social structure of colleges and schools, influenced by various external factors and ulterior motives.

Agent of Change: Absence of Discourse in College Education

This implies that the essence of this discourse or agent of change is communicative. Jack Mezirow, presenting his theory of Transformative Learning, argues that true learning occurs when two conditions, “habits of mind and point of view,” undergo a change (269). Quoting Habermas, he asserts that various ways of learning exist, such as impressionistic and normative, but the most crucial is communicative learning, involving the engagement of two individuals in a dialogue to reach a consensus (269). However, the recurring issue is the infrequency of such occurrences in schools and colleges, as Theodore Sizer has emphasized in his article, stating that dialogue is “strikingly absent” from the school context (266).

Mezirow underscores this same problem, which acts as a hindrance to communicative learning. He believes that the ultimate goal of all U.S. literacy objectives is to develop autonomy in individuals. However, he notes that the path leads back to discourse, which he describes as a disposition “necessary to become critically reflective of one’s assumptions and to engage effectively in discourse to validate one’s belief” (271). Without the engagement of discourse or, more aptly, dialogue, this disposition cannot be attained. Consequently, autonomy, not to mention other analytical, problem-solving, and decision-making qualities in students, remains elusive.

Conclusion: Absence of Discourse in College Education

Effective discourse is essential to address the literacy crisis in schools and colleges. However, the challenge lies in identifying this discourse, as the objectives of educational institutions, framed within the concept of “thorough and efficient education,” are expressed in terse and abstract language that requires further definitions and elaborations, as noted by Sizer and Barton & Hamilton (261, 247). This highlights a significant lack of connection “between stated goals, such as those of the California high school … and the goals inherent in school practice” (Sizer 266). Bridging this gap in goals necessitates a discourse between students and teachers, which is the true objective of the academic world.

Barry Alford emphasizes the importance of this discourse, which he terms as community discourse or discourse within the student community, aiming to facilitate the learning of critical literacy (281). The rationale behind these community discourses and teacher-student dialogues is multifaceted, as teaching and learning do not occur in isolation. Jack Mezirow contends, “We learn together by analyzing related experiences of others to arrive at a common understanding that holds until new evidence or arguments present themselves” (269). Addressing the issue of effectiveness, he asserts that it occurs only when there is no coercion, equal opportunity, critical reflection of assumptions within the context, and a willingness of speakers and listeners to engage empathetically and listen to each other (272). However, since this ideal condition is not prevalent, the natural consequence is the absence of discourse, which lies at the heart of the problem hindering genuine literacy development in schools and colleges in the United States.

Works Cited: Absence of Discourse in College Education

1. Alford, Barry. “Freirean Voices, Student Choices.” Pedagogy 2.1 (2002): 115-117. Project MUSE. Web. 9 Jul. 2022. <https://muse.jhu.edu/>.
2. Barton, David & Mary Hamilton. Local Literacies: Reading and Writing in One Community. Routledge. 1998. 6-13. Print.
3. Mezirow, Jack. “Transformative Learning: Theory to Practice.” New Directions for Adult and Continuing Education 74. (1997). 268-274. Jossey-Bass Publishers. Web. 09 Jul. 2022.
4. Reeves, W.J. What and Who is College For? College Isn’t For Everyone.” USA Today. May 2003. Web. 09 Jul. 2022.
5. Sizer, Theodore. Horace’s Compromise: The Dilemma of the American High School. New York. Houghton Mifflin Company. 2004. Print. 260-267.

Relevant Questions about Absence of Discourse in College Education

1. How does the absence of discourse in college education impact critical thinking skills among students?
2. What are the potential consequences of a lack of discourse in college education on the development of students’ communication and collaboration abilities?
3. How does the absence of open and diverse discourse in college settings affect the cultivation of a well-rounded and informed perspective among students?

Introduction: The Truth About Torture”

Conducting a self-styled polemic on the McCain Amendment, which addresses the ban on torture, Krauthammer elevates the very notion of torture to an unemotional calculation in his article “The Truth About Torture.” In his discussion of the amendment and the treatment of prisoners of war, Krauthammer categorizes prisoners into three types: legal war prisoners with full rights according to the Geneva Conventions, terrorists (who are not considered war prisoners), and those who engage in terrorism as a profession (Krauthammer 618). He targets the second and third categories, asserting that, by definition, they are subhumans and therefore not entitled to any rights. He argues that they should be treated differently from prisoners of war but does not advocate for torture outright, stating, “Torture is not always permissible” (919).

Furthermore, Krauthammer classifies terrorists into two types: those with information about imminent plans and those with long-term plans. While arguing in favor of using torture in certain “legitimate exceptions” to extract information, he emphasizes the importance of upholding moral values to distinguish Americans from terrorists. To support his stance on torture, he points out that it was not employed after the first attack on the World Trade Center, leading to the second wave of attacks that resulted in the death of over 3,000 people and allowed Al-Qaeda to take initiative. I believe that Krauthammer not only misapplies legal points but also provides flawed ethical considerations for torture, advocating for its dispassionate use.

Legality: “The Truth About Torture”

Concerning legality, the McCain Amendment employs language identical to that used by the founding fathers of the Constitution or the Geneva Convention, specifying that torture is deemed “cruel, inhuman, or degrading” (617). While it is true that the U.S. Constitution safeguards the liberty of every individual regardless of place, identity, or citizenship, Charles Krauthammer argues that in cases involving enemy combatants or terrorists who pose a serious threat and may have crucial information, the use of calculated torture, especially in the scenario of a “ticking bomb,” is deemed appropriate for extracting valuable information. However, he does not explicitly address whether such actions would violate the constitution, human rights, or fundamental moral values of America.

Krauthammer suggests the involvement of a quasi-judicial body with some legal cover to oversee such cases, yet this proposal lacks clarity regarding accountability if the subjected terrorist is found innocent, and it does not align with the legal perspective. While he cites the Israeli example to support his argument, he fails to acknowledge that the use of force in that case resulted in the captors’ location being revealed but at the cost of the death of an Israeli soldier, a scenario distinct from those Krauthammer presents. Notably, he neglects to delve into the Constitution and omits any reference to rulings by the Supreme Court. Although he quotes Stuart Taylor, who argues for using interrogation techniques corresponding with the weight of the information, Krauthammer does not explore the implications of granting such permission, which could potentially open the door for abuse by other soldiers. This risk is exemplified in cases like the notorious Abu Ghraib prison and Afghanistan’s Bagram airbase incidents. Therefore, Krauthammer’s argument appears flawed on legal and constitutional grounds.

Ethical Considerations: “The Truth About Torture”

In his second argument, Charles Krauthammer introduces ethical considerations, asserting that terrorists, who make terrorism their livelihood, are not entitled to the status of prisoners of war because of their involvement in killing others. He overlooks the principle that in love and war, there is no clear-cut law, and the Geneva Conventions are formulated to provide maximum protection to human dignity and life without distinguishing between a terrorist and a soldier. The example of individuals involved in the invention and manufacture of nuclear bombs, who possess the same capacity and ability to cause mass casualties, is notably absent from his discussion. This omission raises questions about the consistency of his ethical stance.

Furthermore, Krauthammer makes an unsupported claim that Islam’s holy book “inspires their barbarism” without providing valid evidence (618). Contrary to his assertion, the Quran does not endorse terrorist attacks like those on the World Trade Center. Additionally, he offers an ethical consideration that torture is inhuman and corrupting to both individuals and society, asserting that “we are civilized people” (622). However, he paradoxically supports the use of torture, claiming it can be applied in a measured way that is distinct from the corruption he earlier emphasized. This raises a fundamental contradiction—how can an inhumane method, acknowledged as corrupting, be used in a measured and civilized manner?

Krauthammer’s proposal of using torture in a “measured” way raises concerns about its potential misuse, particularly when individuals in power determine who has information and how this inhuman method should be calibrated. The risk of corruption and abuse remains significant, and the ethical implications of endorsing torture as a means to an end warrant careful consideration.

Argument in “The Truth About Torture”

In Krauthammer’s third argument, not only is his perspective twisted, but it also lacks passion, as he consistently refers to terrorists as “subhuman,” suggesting they are not human beings and should be treated accordingly. Simultaneously, he explicitly asserts that Americans and American values are not only superior but also compassionate, advocating for freedom and liberty for everyone, regardless of whether they are a terrorist, a soldier, or a person of color. To establish credibility, he incorporates surgical terms such as “gleaning information, calculated use of force, interrogation techniques, psychological pressure” (625-626), drawing on his educational background. However, these terms may not be convincing to a legal mind.

Paradoxically, while Krauthammer seemingly advocates for a passionless approach, he concludes that interrogation rules should be morally compelled to do terrible things, emphasizing the moral force behind using torture. The contradiction arises in how one can claim moral uprightness when using passionless words to dehumanize the other party, treating them as subhumans or machines. This approach runs counter to moral principles as passions like revenge and vengeance invariably influence treatment. Furthermore, using this argument against Muslims appears rooted in revenge, ignoring the fact that not every Muslim shares the traits of individuals like Khalid Sheikh or Osama Bin Laden. Krauthammer’s reliance on revenge as a motivator undermines the moral principles of humanity, even as he acknowledges that torture is “degrading.”

Conclusion: “The Truth About Torture”

In short, while Krauthammer employs a fluid prose style to present his arguments, a closer examination reveals contradictions in his legal points, advocating against inhuman and degrading torture while also suggesting legal loopholes for its use. His ethical considerations lack consistency, as he at times equates torture with the moral twin of capital punishment and degrades would-be terrorists to the status of subhumans, machines, or even animals, despite acknowledging that even animals have rights. These ethical contradictions undermine the persuasiveness of his arguments.

Moreover, Krauthammer’s proposed hypothesis does not align with historical realities, and his assertion that torture is endemic contradicts his support for its limited use under a quasi-judicial body. The effectiveness of such a body in preventing the indiscriminate spread of torture remains questionable. As a result, Krauthammer’s proposals for limited or severe interrogative techniques fall short of convincing American legal minds and constitutional experts.

Works Cited: “The Truth About Torture”

1. Krauthammer, Charles. “The Truth About Torture.” Model for Writers: Short Essays for Composition. Ed. Alfred Rosa & Paul Eschholz. 11^th ed. Bedford / St. Martin’s. Boston. 2012. Print. 616-626.

Relevant Questions: “The Truth About Torture”

1. What legal and ethical considerations does Charles Krauthammer present in his article “The Truth About Torture,” and how does he reconcile potential contradictions in these arguments?
2. How does Krauthammer address the use of torture in the context of terrorism, and what implications does he suggest for the treatment of individuals deemed as terrorists?
3. In “The Truth About Torture,” what is Krauthammer’s perspective on the role of a quasi-judicial body in overseeing the use of torture, and how does he contend with concerns about potential abuse and the spread of such practices?

Introduction: Is College Really a Waste of Time and Money?

“Is college really a waste of time and money, or is it the gateway to success that society claims? As tuition costs rise and the job market evolves, the debate surrounding the value of higher education becomes more fervent than ever.”. However, many students, upon entering this realm, find themselves like boats without sails, drifting in directions influenced easily by their emotions or feelings. Some merely pass through, similar to their experiences in school, while others become dropouts, contributing to the notion that dropouts often become billionaires. However, this is not always the case. Individuals like Steve Jobs and Zuckerberg, who “found fame and fortune without a college diploma” (Wartzman & Hoder), represent just a fraction of the thousands of dropouts.

For the other group that goes through their college lives and enters the scholarly environment of universities, there is often contemplation about whether this brief sojourn in the free atmosphere has benefited them in terms of time and money. The answer to their quizzical thinking is affirmative—indeed, they do benefit. Life after attending college not only aids in personal development but also contributes to improved financial conditions and social and moral upbringing.

Personal Development: Is College Really a Waste of Time and Money?

A student attends school and college for personal development, encompassing activities that prompt the student to discover and utilize their potentialities and talents, which may otherwise remain unknown. This human capital becomes an asset in the market, enabling the student to realize and materialize their dreams. While school lays the groundwork for this, college plays a crucial role in making the student recognize these talents through counseling and interactions with various coaches, teachers, and counselors.

In college, students, even those who may be shy and introverted in school, are identified and provided with lessons to transform into confident and extroverted individuals, setting them on a path for success in life once their true faculties are gauged. College offers a unique environment of freedom and intense competition, where students are prepared for the challenges of the academic world, marked by fierce competition and a focus on passing ratios and productive power.

This training not only prepares individuals for immediate success but continues to assist them throughout their lives. As stated on Mount Carmel College’s website, they affirm “a life-long process that we all share of growing into authentic personhood and freedom” (“Student Personal Responsibility”). This personhood and freedom, as articulated on MCC’s website, encapsulate the essence of personal development, representing the ultimate goal of college. Therefore, achieving this goal renders the college experience far from a waste of time.

Career: Is College Really a Waste of Time and Money?

It has been observed that college education or a college career contributes to the improvement of a person’s financial conditions. Picchi, quoting a researcher, emphasizes that a four-year degree is considered a passport for financial success among Americans. The cited research indicates that “people who graduated college in the 1990s and 2000s entered the workforce earning $5,400 more than people in the age group without college degrees” (Picchi). In contemporary times, many organizations, companies, and factories prefer college graduates over those who only completed school, aiming to enhance productivity and assimilation into the organizational culture.

The preference for college graduates is grounded in the belief that they are better equipped to assimilate into professional settings due to their exposure to both freedom and discipline. Consequently, the higher demand for college-educated individuals translates into higher salaries and increased earnings throughout their lives.

Attention: Is College Really a Waste of Time and Money?

Another noteworthy aspect is the influence of social and moral norms established by adults on the world. These norms undergo changes, transformations, amendments, substitutions, and even deletions from the societal fabric. As the first institution of adulthood, college serves as the platform where students encounter these morals, social norms, folkways, and mores for the first time. Students experience both freedom and responsibilities, foreshadowing the societal expectations that will be imposed on them. Their initial experiences in college set the stage for social assimilation.

Booker T. Washington’s speech on October 24th supports the significance of college life, stating that it “opens minds and worlds—in ways that stretch us—almost pull us—to become different people” (Washington). Washington implies that college life prepares individuals for civilized living in society. The primary objective is to seamlessly merge into society and adopt its social and moral values, instilled in students during their brief stay in college.

College Dropouts: Is College Really a Waste of Time and Money?

However, the perspective goes beyond the recent dropout billionaires who have left their mark in the business world. In addition to examples like Gates, Jobs, and Zuckerberg, numerous other billionaires underscore the notion that success is not solely a do-it-yourself (DIY) game. Wartzman & Hoder, in their article “Don’t Encourage Students to Skip College,” caution against using these examples as stimuli for students, highlighting that statements like “All three are now superstars in the N.B.A.” can be misleading (Wartzman & Hoder). Such statements might tempt college-bound students and lead parents to perceive higher education as a waste of both time and money. Contrary to this perception, the reality is different, as college not only prepares a student for societal integration but also equips them for personal development and growth.

Conclusion: Is College Really a Waste of Time and Money?

In short, college life is not a waste of time and money but an investment with long-term benefits. It serves as a preparation ground for facing social restrictions and financial challenges. College equips students to assimilate into a culture, fostering personal growth and significant contributions to the society they inhabit. By shaping better citizens, college plays a role in making the world a better place. Therefore, considering the positive impact on personal and societal levels, it can be viewed as a valuable asset that students invest in with their time and money, ultimately improving their lives.

Works Cited: Is College Really a Waste of Time and Money?

1. Hoder, Rick Wartzman & Randye. “Don’t Encourage Students to Skip College.” 03 December 2012. The New York Times. 03 February 2022.
2. Picchi, Aimee. “Why skipping college means losing $830,000 in income.” 06 May 2014. CBS News. 03 February 2022.
3. “Student Personal Responsiblity .” 2014. Mount Carmel College. 03 February 2022 <http://www.mcc.catholic.edu.au/student-wellbeing/student-personal-responsibility>.
4.  Washington, Booker T. “The Case for College.” Office of the President. High School for the Performing and Visual Arts in Dallas, Texas. 24 Oct. 2022. Speech.

Relevant Questions: Is College Really a Waste of Time and Money?

1. What are the key factors that contribute to the perception that college is a waste of time and money, and how do they vary across different individuals and circumstances?
2. In what ways can the value of a college education be measured beyond immediate financial returns, and how do these broader aspects contribute to an individual’s personal and professional development?
3. How do shifts in the job market and the evolving nature of work impact the relevance of a college education, and are there alternative paths or skills that might be more valuable in today’s landscape?

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?