How does Iago manipulate Othello, Cassio, and Roderigo

Perfect people do not exist in this world of temptations, failures, and suffering. In fact, every person has weaknesses, and there is always a possibility that someone will use those feeble points against that man. Shakespeares play Othello shows an example of how one can control others exploiting their weaknesses and the consequences of such actions. The character of Iago, the antagonist in the tragedy Othello, instigates chaos, deception, and gross manipulation. He is the center of all the evil events in the play. He manages to completely deceive everyone by displaying an honest facade. Thus he is able to instill trust in all those around him. Since no one sees him for the evil and deceiving man that he really is, he manages to†¦show more content†¦On the next step honest man, as he is called by Cassio, maintains the facade of fake sincerity and loyalty to Michael while at the same time deceiving and plotting his destruction. Ironically, Cassio seeks Iagos advice on how to regain Othellos trust and favor while Iago is actually the source of his problem with Othello, Iago gives Michael advice for his own evil purposes. He advises Cassio to talk to Desdemona about influencing Othello. Unfortunately, this advice is a form of manipulating, since Iago perfectly knows that Michael is a fellow almost damned in a fair wife. Also by begging, or bowing down to a woman, which was not to be done in those times, Cassio shows more of a weakness. Although Michael is seeing Desdemona to talk about his position and reputation, Iago hints his suspicious of Cassio and Desdemonas affair to Othello creating an interest in him. Also Iago becomes a great friend of Michael who even doesnt allow to himself to get to know more about the handkerchief given by Iago to him. His trusting nature is completely under the power of Iago who provides a support for him. Therefore, Iago takes control over Cassio and his weaknesses, but Michael, blinded by Iagos outside friendly nature, d oes not realize that. Iagos poison pours on to Othellos mind and makes him to be manipulated by the enemy. Iago, when makes his plan says: The Moor is of a free andShow MoreRelatedAnalytical Essay Othello1047 Words   |  5 PagesAll these themes are present in Othello. Most dominant, however, are manipulation and jealousy. Jealousy runs the characters’ lives in Othello from the beginning of the play, when Roderigo is jealous of Othello because he wishes to be with Desdemona, and to the end of the play, when Othello is furious with jealousy because he believes Cassio and Desdemona have been engaging in an affair, but manipulation the prominent action that fuels the jealousy within Othello. Some characters’ jealousy is fashionedRead MoreOthello - Iago Character Analysis Essay772 Words   |  4 PagesIago, in Shakespeares Othello, is a deceiving character because he tells lies in order to get what he wants. He interacts with people only to manipulate them, but most importantly he never reveals his true feelings or motives. Iago might say things that suggest what his motive is, but he soon contradicts him self with another suggestion making it extremely difficult to understand him. Although Iagos true motives cannot be determined, some motives could be jealousy, the enjoyment of seeing peopleRead MoreAnalysis Of Othello By William Shakespeare1505 Words   |  7 PagesShakespeare’s play Othello Iago has the ability to charm and convince people of his loyalty and honesty. Iago immediately introduced his malicious desire for revenge, but he had no proven reason for his actions. Throughout the play Iago devises a devious plan to convince the other characters of his cunning contrivance. Iago treats others as the fool with no intentions of caring about their feelings. Behind his deceitful trustworthy appearance, Iago is a multilayered manipulative villain. He manipulates the peopleRead MoreTheme Of Jealousy In Othello1509 Words   |  7 Pagesmostly causes everyone in the play to be jealous of someone by doing what he does best, manipulating everyone and getting them to do his d irty work. Jealousy plays a big role within the play, and influences almost every decision made by each character at some point in the play. Sadly, the decisions made due to the characters being jealous are mostly bad, the play mainly shows how jealousy affects Iago, Othello, and Roderigo. Iago at some point gets each character to believe everything he has to say andRead MoreMalignant Iago of Shakespeares Othello Essay1721 Words   |  7 Pagesthose who come upon it.   In the tragic play â€Å"Othello† by William Shakespeare, Iago is a character that represents pure evil – a malignant cancer to all those around him.   His evil is exposed through his choice of words, his ability to manipulate people, and his opportunistic ways.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   First, Iago’s evil is shown through his choice of words that demonstrate his vulgarity and his sinister intentions.   Iago’s language is extremely base and forward; he does show any remorse or sympathy in any situationRead MoreWilliam Shakespeares Othello629 Words   |  3 Pagesplay, Othello survival is taken to the extreme by the character, Iago. Iago’s selfishness is what ultimately drives him to manipulate the people around him. Initially Iago manipulates a character by the name of Roderigo. Roderigo is a Venetian gentleman that is in love with the wife of Othello, Desdemona and will do whatever it takes to win her over from Othello. Roderigo who is oblivious to the idea and fact that Iago is manipulating him to achieve his goal of getting revenge against Othello. Iago’sRead MoreThe Tragedy Of William Shakespeare s Othello959 Words   |  4 Pagesto deal with. According to dictionary.com, a struggle is defined as, â€Å"a forceful/violent attempt or effort to get free from restraint or contrition†. Some of these personal struggles are more pronounced than other. From Othello, the tragedy by William Shakespeare, we can see how humans are faced with individual contentions, and their daily actions are ways and efforts of trying to free themselves. In the discussion below we consider Othello’s struggle with being different, gullibility, timidity,Read MoreIago Manipulates Othello, Cassio an d Roderigo Essay948 Words   |  4 PagesOthello, Roderigo and Cassio Effectively Manipulated by Iago Keep your friends close and your enemies closer is a quote that very well describes how two-face Iago really is. In William Shakespeares play, Othello, Iagos hatred toward the Moor, Othello, leads him to devise a plan against him. As a result, Othello goes from truly loving his wife to hating her with a passion. Othellos hatred and anger proves fatal for Desdemona, Emilia, Roderigo, and Othello, himself. Iago effectively manipulatesRead MoreJames Bond1736 Words   |  7 PagesMonday: read Act 2 of Othello answer the study questions for Act 1 (they start with # 11, I dont know why!) Well look at the Act 2 questions during class Art: draw 2 faces following the instructions on this webpage: http://www.wikihow.com/Draw-a-Face its a lot like the other website, but also a little different, so youll get some different ideas on how to do this. STUDY QUESTIONS FOR OTHELLO Act I, Scene1 11. In Act I, scene 1 why does Iago say he hates Othello? What are all theRead MoreOthello, By William Shakespeare998 Words   |  4 Pagespronounced than others. From Othello, the tragedy by William Shakespeare, we can see how humans are faced with individual contentions, and their daily actions are in fact, efforts of trying to free themselves. In the discussion below, we not only consider Othello’s struggles of being different, gullible, timid, inferior, proud and selfish but also, Iago’s conniving personality, hatred, greed, manipulation, selfishness and slander. Talking about human contrition, Othello is without doubt, as presented

Analysis Of Ida B. Wells s On Lynchings Essay

Ida B. Wells focuses on the repulsiveness of lynching and its executors in her book â€Å"On Lynchings.† She denounces the idea of capitalism in America because of the unjust and prejudiced lynching that it has resulted to after the emancipation of the blacks. She first establishes the fact that blacks are the source of the South’s restorations then opinionates that whites are in charge of the capitalist community when she writes, â€Å"If labor is withdrawn capital will not remain. The Afro-American is thus the backbone of the South†¦The white man s dollar is his god, and to stop this will be to stop outrages in many localities† (Wells 3). She understands that if money is taken away from the whites, their power will cease to exist, and as a result, so will the lynching of the blacks for crimes that they may or, more conceivably, may have not committed. Before the emancipation, blacks have been the source of all labor in the South, as an outcome of their ens lavement under the whites. Now that the blacks have no economic value for the white slave-owners, they find no reason for their presence in, what they view as, their world. Thus, they lynch backs in order to scare them into fearing and respecting the whites who come in mobs to destroy their lives and make a spectacle of it. In addition, it is noted by Gail Bederman in his book â€Å"Manliness Civilization† that Wells was more focused on the idea of race and women’s issues until March of 1892 when her eyes are opened to the severity ofShow MoreRelatedThe Lynching By Claude Mckay1367 Words   |  6 Pages The Lynching Analysis Chloe Chrysikopoulos How to Read a Poem ARTL 100 October 31, 2014 As Ida B Wells said, â€Å"Our country s national crime is lynching. It is not the creature of an hour, the sudden outburst of uncontrolled fury, or the unspeakable brutality of an insane mob.† Claude McKay in his sonnet The Lynching describes the gruesome reality of a lynching and how â€Å"it is not the creature of an hour, the sudden outburst of uncontrolled fury†¦Ã¢â‚¬  but simply white men, women, andRead MoreKevin Hernandez Midyr Ushist3156 Words   |  13 PagesMid-Year History Writing Task TABLE OF CONTENTS INTRODUCTION BUILDING HISTORICAL CONTEXT READING THE SOURCE DOCUMENTS DOCUMENT #1: New York City Tenements DOCUMENT #2: The Jungle DOCUMENT #3: Muller v. Oregon, Supreme Court Decision DOCUMENT #4: Anti-Lynching Writing DOCUMENT #5: Women’s Suffrage Poster DOCUMENT #6: Map of Conservation Lands DOCUMENT #7: Child Labor and Education Statistics DOCUMENT #8: United States Anti-Trust Law DOCUMENT #9: Prohibition Documentary DOCUMENT #10: United States ImmigrationRead MoreBibliographic Essay on African American History6221 Words   |  25 PagesBedford Books of St. Martin s Press, 1995). Questions regarding the veracity of Equiano’s richly detailed book, which is not at variance with others on the subject, surfaced soon after it appeared in 1787. Vincent Carretta’s â€Å"Olaudah Equino or Gustavus Vassa? New Light on an Eighteenth-Century Question of Identity,† Slavery and Abolition 20 (December 1999): 96-103, delivers a succinct discussion of the matter. An overview of other narratives appears in Jerome S. Handler, â€Å"Survivors ofRead MoreThe Awakening By Kate Chopin Essay2612 Words   |  11 Pageshuman being is not entirely her fault. The systemic structures of oppression that Chopin lived through went beyond patriarchy and into much deeper issues of racism in the post-emancipation South. Raised in the South during the latter part of the 1800’s, Chopin’s view of race was skewed much closer to the belief that people of color inherently have less worth than white people and therefore she had no issue in viewing them as mere servants. Her society even went so far as to call the women who watchRead MoreThe Condemnation of Blackness1896 Words   |  8 Pagescould to keep African Americans from attaining success.    Media played a large role in creating the racially inferior attitudes towards Negroes in the late nineteenth century. Numerous articles containing false information and bias statistical analysis were published and received huge amounts of attention from the public. The 1890 census statistics gained much attention based on the findings that the black population had declined since the previous census was released. Francis Walker, who was theRead MoreAlice Malsenior6001 Words   |  25 PagesAlice Walker: Peeling an Essence As an African- American novelist, short–story writer, essayist, poet, critic, and editor, Alice Walker’s plethora of literary works examines many aspects of African American life as well as historical issues that are further developed by Walker’s unique point of view. Writers like Alice Walker make it possible to bring words and emotions to voices and events that are often silenced. Far from the traditional image of the artist, she has sought what amounts to a

Effectively teaching ethics in schools for later life Free Essays

string(89) " be called out as a biget and a male chauvinist, but is n’t it the same statement\." Ethical motives are an of import portion of decision-making but pupils arent taught to believe ethically. They do non understand what ethics is. They do non understand the difference between moralss and ethical motives and yet are n’t two of the SLO ‘s in the computing machine scientific discipline model related to Ethical Behaviour? So how do we travel about making this? Certain we could merely prophesy to them about what they should and should non make and the alleged grounds for this. We will write a custom essay sample on Effectively teaching ethics in schools for later life or any similar topic only for you Order Now This method would be fast and so we can travel on to more interesting things, but learning in this manner we will lose a great chance to learn pupils ethical thought. Plus if we were merely to prophesy to the pupils it would travel in one ear and out the other. So in order to understand if it would be a good thought to learn moralss decently to pupils we need to see where the pupils are at. We need to make this to see if learning moralss is a right for them. We besides need to see what computing machine moralss is and what it entails and in conclusion we need to look at the benefits of learning moralss in a computing machine class. Students In order to see it is a good thought to learn moralss to pupils we need to look at the pupils. Possibly the moragity of pupils understand moralss and therefore do n’t necessitate to be taught. Maybe it is better to state them what to make and non acquire them to believe about the grounds why. If we were to learn pupils moralss would they happen them utile. These all the things we need to cognize before we decide whether it is or is non a good thought to learn moralss to pupils. Let ‘s get down off by looking at the accomplishments the pupils already have. The article Computer Literacy: Deductions for Teaching a College-Level Course by Nitham M. Hindi is an older article that talked about what computing machine skills pupils have. It noted that computing machine accomplishments are really indispensable to concern and it recognizes pupils do non hold the appropriate accomplishments. Students today will alter occupations at least 10 times and alteration callings at least th ree times. The importance of computing machine accomplishments is non lost. In the module of instruction we need to take a computing machine use category even though they wo n’t name it that. Besides many other modules including concern demand to take a computing machine use category. This article besides noted that many pupils who took a computing machine class in high school had a huge cognition of pressmans, the Internet and difficult thrusts. Some of the pupils besides had cognition of virus protection runing systems and expose units. Although pupils had a batch of cognition about the how tos, they do non hold cognition about the â€Å" softer † issues. This cognition includes societal issues, ethical issues, planetary issues, and legal issues. It seems like non much has changed. In computing machine scientific discipline, movie and picture taking, or graphics the focal point is on the how to. The sociological side is n’t shown. In a artworks category where the pupils are working on Photoshop why non speak about the societal issues of retouching exposures. One side to this issue is Photoshoping images to make an unreal sense of beauty. This article goes on to state that work forces were two times more likely than females to hold discussed ethical issues in a computing machine class. This points out another interesting fact. That is that females are more likely non to hold looked at any societal branchings of computing machines. During my research I noticed an interesting subject that emerged. This subject suggested that discoursing societal branchings of computing machines may do computing machine classs more interesting to females. In fact this was a common yarn. I even found an article called Gender and computing machine moralss By Alison Adam which disputed this. Either manner thought in the societal side might hook different people with different positions. I besides found another article that mentioned that adult females ‘s assurance is frequently undermined in computing machine classs. This quotation mark is from a adult female who had a batch of programming experience that took a computing machine scientific discipline class she said that Then I got here and merely felt so improbably overwhelmed by the other people in the plan ( largely guys, yes ) that I began to lose involvement in coding because truly, whenever I sat down to plan there would be dozenss of people around traveling, â€Å" My God, this is so easy. Why have you been working on it for two yearss, when I finished in five hours? I remember how computing machine scientific discipline was. I went through the whole plan and got my grade. So I know this is how we treat everybody. We procrastinate and leave everything to the last-minute. We gloat when we complete assignments fast. We brag and show off. Possibly analyzing moralss or other do-gooders may do the ambiance more unfastened and friendly. This article besides points out that adult females may hold the same accomplishments as work forces but are given lesser functions and because of this it has become a male dominate industry. The article goes farther and suggests that because it is male dominated that everything computing machine from the interface to the bit layout is work forces oriented. This could go forth adult females confined to systems which work forces have created and these systems may non be ideally suited to them. I think this is a absurd thought. I do n’t see how something can be oriented towards one gender or another. If I said I do n’t see guys kicking about the interface of their ironing boards. I would be called out as a biget and a male chauvinist, but is n’t it the same statement. You read "Effectively teaching ethics in schools for later life" in category "Essay examples" There are a batch of things that have been designed by females and I do n’t hear cats kicking. It ‘s impossible to penetrate how something designed by one gender will hold negative effects on the other. I do hold a job with the fact that adult females, with the same accomplishment set as work forces, do non acquire the same occupations. This points out a turning demand for the instruction of moralss and if computing machines do hold a gender prejudice, hopefully equal chances will make a balance and this prejudice will henceforth be eliminated. The article entitled Teaching Information Ethics to High School Students by Kathy Lehman looks at a batch of plagiarism pupils do. It looks at the job from a librarian point of position and what a library should make to rectify the job of plagiarism. The bibliothec said that non really many of the 11th class pupils felt guilty downloading music without paying for it. They merely do non believe about the support of the persons. They do non believe about what it takes to contrive or make music or the sum of attempt involved. Those pupils that are 17 old ages or older do non experience really guilty about downloading music illicitly even though they do understand the branchings. The pupils do hold a sense of morality. They recognize the deductions of unethical behavior when it comes to misapply of a friend ‘s electronic mail or images and they understand the dangers of marauders and therefore maintain private information off the Internet. Basically the writer states that they teach the class 11 pupils the branchings of illicitly copying music but when the pupils reach the 12th class they could care less. If we use the same attack learning the moralss model in computing machine scientific discipline we do better to merely trash that constituent. Possibly we should non prophesy to the pupils or to concentrate on a specific aspect of the moralss argument but to hold the pupils create their ain moralss. If they are traveling to copy music they should hold to support their act ethically. I think our ends should be for pupils to utilize moralss to make ground. The focal point should non be on whether they do or make non copy music. As instructors we should focused on the bigger image. We need to concentrate on larning aims and non commercial aims. The article entitled Teaching Ethical motives to High School Students by SUSAN PASS and WENDY WILLINGHAM agrees with my point. The article says that the pupil should non be sidetracked by subjects of moral tyranny and relativism. Moral tyranny means that merely one morality is right. Relativism is the false belief that if certain moralss are right for one group or individual they are right morally. Basically these prejudices boil down to the fact that there are no different point of views when it comes to moral logical thinking. With moral concluding there is merely one right reply. Basically we need to allow the pupils know there are many ways of logical thinking and if you bump into these prejudices you should inquire the category if there are any extra suggestions or options. The article goes on and says â€Å" there is a existent danger of learning striplings in a mode that ignores personal or moral development, but focuses wholly on academic accomplishment. Adolescence is a cli p of turbulence when immature people need counsel † ( 21 ) . Galbraith ( 1979 ) warns us about utilizing indoctrination, dictatorship, and relativism. Indoctrination and dictatorship do non let the pupil to research their sense of moralss, we alternatively coerce them to accept or reject what the teacher tells them is true. Relativism besides creates a barrier to acquisition as it destroys systematic ethical doctrines. It assumes that because it is right for you it is right for everybody else. Thus it destroys the arguments before they begin. What we need to make is to make moral development through treatment. The article written by that bibliothec besides notes that pupils are really good at happening illegal signifiers of electronic media and importing them straight into their PowerPoint or multimedia undertakings. It besides points out that because these undertakings are normally done at place, there is no inadvertence from bibliothecs who can assist learn the pupils about right of first publication and plagiarism. Merely late there has been a province authorization, where this librarian works, that states that every school territory will implement the course of study of Internet safety. There libraries must be I safe certified. Their County has a really rigorous acceptable usage policy which all staff must subscribe. Classroom instructors need to implement the 10 % or 30 2nd regulation for utilizing proprietary digital media. In short, they talk about their carnival usage understandings and copyright Torahs and the importance of spying beginnings. In fact at Thomas Dale no pupil can co py a paper, either their ain or a siblings paper that took the class in the past, or from on-line beginnings, because the school has a database with all old documents of all time submitted to that school and of class they have a plan that will seek this database and the Internet for similar documents. The article said it was a powerful inducement for pupils non to plagiarise. This is of class because the pupils do non desire to acquire caught, non because they feel guilty or possess any ethical duty non to plagiarise. When I read this I thought this would be something cool to prove so I found a similar plan called Viper and I have had a batch of merriment look intoing to see if the writer themselves have plagiarized. At this school they besides teach pupils about how to make up one’s mind what information you should portion and about the importance of being true and honest. This manner the pupils know how to utilize societal networking sites suitably and non distribute false rumor. In short it seems they have become really hawkish to support right of first publication in all its signifiers. Alternatively of learning moralss to protect right of first publication they have used a run of menaces and coercion to support it. We have seen the shout approachs of these tactics. What they are rely learning the pupils is how non to acquire caught. So far it seems that pupils ca n’t believe ethically. We have seen that merely stating the pupils what to and what non to make does n’t work. Even if you merely show one side of an ethical issue and utilize ethical logical thinking to support it that would be a bad thought. You need to show the whole issue and your pupils need to develop their ain positions. They need to do judgements and to be able to support their ain point of views. We can besides see this information will profit the pupils as it will let them to make a fairer and more welcoming environment no affair where they may travel. What is computing machine moralss? We have seen that learning moralss to pupils is a good thought but what is computing machine moralss? The word â€Å" moralss † is a derivative of the Greek word ethos, which means â€Å" imposts † . This is because these are the steering beliefs on the ideals that defined a community. This is why I think we use the word moralss to speak about professional moralss and non the word ethical motives which relate to oneself. It is of class perchance that person ‘s moralss may conflict with their ethical motives. Ethical motives consists of statements that tell us how the universe should be. Everything we do and make non make can be a possible topic for ethical rating. When reading about computing machine moralss, most people view it as separate from regular moralss. Kallman and Grillo province that there is no existent particular class for computing machine moralss but the ethical state of affairss in which computing machines are involved have drastically changed the state of affairs. Computers have addressed the concerns related to free address, legal power, namelessness, and trust. There are besides some concerns about the features of personal information on the Internet. In short the Internet has made it so everybody can be an writer and the writer can be anon. . This has led to jobs with trust. If anyone can print, how can we swear the information? It has besides led to inquiries about free address because the Internet is so anon. people can compose or make whatever they want. They can print hateful messages and commit hatred offenses. Another job is that the Internet is planetary and different states have different Torahs so who has legal power when a jurisprudence is broken? Some states have erected a planetary firewall to ban the populati on to unwanted political or societal positions. Last there is a job with what people put up online sing privateness. I did non truly understand this issue but that is non the point. The point is that computing machines have made these jobs more broad spread and prevalent and yes these subjects were talked about in the regular moralss, but they were talked about separately. In computing machines they all come at the same clip and converge in different ways to make a new set of issues Moor has a nice manner to turn to it. He views computing machine moralss as a specific field where we identify policy vacuities that before the computing machine did non be. He states that computing machine moralss attempts to clear up conceptual confusion environing these issues and to explicate and warrant new policies in countries with either no policies or policies that have been broken. So who would be the best people to analyze this new signifier of moralss? In the article, On the Importance of Tea ching Professional Ethics to Computer Science Students, Gordana and Dodig-Crnkovic has an interesting thought. They say that In order to understand computing machine moralss jobs we need a new type of individual. We need person who understands the cultural functions that computing machines play and they besides have to hold an apprehension of the proficient inside informations of the job. In short we need person who understands societal branchings every bit good as the computing machine scientific discipline portion. Thus it makes sense to learn computing machine moralss with computing machine scientific discipline. So non merely is it portion of our computing machine scientific discipline model but people with proficient cognition are better suited for computing machine moralss. The following inquiry would be what ethical theories should be used in the schoolroom. It is of class non appropriate to try to utilize spiritual ethical theories so what should we utilize? Should we utiliz e useful or virtue moralss? One article I read said that a figure of philosophers have argued that traditional ethical theories can non be applied to all computing machine moralss issues. These ethical theories include deontological, useful, and aretaic ( virtue moralss ) theories. I besides read another article that suggested we use a intercrossed attack. It recommends that high school pupils can easy utilize Kantian moralss and virtuousness moralss to make an ethical determination. The pupils must happen a solution to which both of the ethical theories apply. So far we have seen that Computer ethics is different that regular moralss. I have demonstrated ways in which the computing machine engineering has created nothingnesss in policies and how engineering has changed ethical thought. Last I have shown that it takes techniquly minded people to understand computing machine moralss. Therefore there is a demand for computing machine scientific discipline pupils to understand moralss. We have seen that pupils will profit from a class in moralss and we have besides seen what computing machine morals is. We have besides talked about some benefits along the manner so now let ‘s take a expression at other benefits in learning our pupils moralss Reasons why There are many benefits in learning moralss to our pupils. The NCSS says that moralss is an indispensable constituent for societal engagement and interpersonal relationships so pupils need to make and show their ain personal strong beliefs as portion of their ethical decision-making procedure. In fact even John Dewey recognizes the demand to learn moral judgement to pupils. The article goes on to state that ethical thought gives pupils the ability to conceive of and research possibilities before they make a judgement. As pupils apply moralss to real-life scenarios they non merely develop their sense of moralss but they besides develop higher-order thought accomplishments. When pupils are believing ethically they ‘re working at the top three degrees of Bloom ‘s taxonomy. They are utilizing creativeness, synthesis and analysis. As already mentioned, computing machines have created many ethical issues that have non existed in the yesteryear. When people are working on computing machines they miss the face-to-face contact of working with people. They are indirectly removed by the machine, as such ; they do non see the moral branchings of their actions. They do non believe about other people when doing determinations. This means that as instructors we need to speak about these issues. We need to acquire our pupils to believe about the universe in which they like to populate. They need to develop a codification of behavior. They need to believe about how they treat other people, even people they do n’t see. Computers have created new signifiers of media which are more synergistic. Now anybody has the ability to pass on globally. They can be anon. . Peoples can copy and reproduce any signifier of digital information. This new signifier of engineering airss many jobs. Hackers could utilize distant terminus s to interrupt into systems. They may or may non hold a malicious purpose. They could be merely proving their accomplishments as a hacker and in making so may really assist by indicating out holes in the security. So does the Intent do this action ethical or is it still unethical because the individual broke in. Another job is the copying of proprietary plants. The writer or Godheads rely on income by selling their package to people who are willing to purchase their merchandise. If the people who are willing to purchase the merchandise acquire it for free, so the Godhead loses money. Not merely do writers hold to worry about their plants being copied, confidential records can be easy copied between databases. Another concern is about what types of information authoritiess or corporations collect about us. This is known as the large brother fright. It is of import to state pupils they have the right to see any information on any database sing themselves. This is known as the freedom of information act. The whole armory of ethical issues can be drawn from the field of unreal intelligence entirely. The involvement and consequence will go even more outstanding as clip Marches frontward Deborah Hurley ( 2000 ) presents the thought that computing machine devices will shortly be portion of our vesture and even portion of our organic structures such as biochips and implants. The ethical deductions will go on to progress. There are a batch of issues related to computing machine moralss and as the engineering evolves and becomes more incorporate into the societal facets of mundane life, there becomes a stronger demand to learn pupils about moralss and what it means to act ethically. Last we are learning our pupils computing machine scientific discipline. Computer scientific discipline is a profession and as such it has a codification of behavior. What I mean to state is that we have several professional organisations and each has its ain codification of behavior. There is ACM, AITP and IEEE-CS. We are learning our pupils computing machine scientific discipline and moralss is an built-in portion of it. In category we talked about how most pupils will non prosecute computing machine scientific discipline in any signifier of postsecondary surveies. My counter statement to this is merely because they are non taking station secondary surveies, does non intend they wo n’t develop plans in the hereafter. So it is up to us to learn them to believe ethically about the package they create. Just expression at the ruins of the yesteryear when coders and plans failed. There was The detonation of the country and five projectile in 1996 or the Therac-25 machine which ga ve people excessively much radiation. Computer scientific discipline has direct impact on the quality of people ‘s lives and they must take into history the wellness safety and public assistance of the populace. It is lt ; = a professional codification of behavior that makes moving ethically the norm. It outlines their duties to themselves and the public codification Acts of the Apostless as an educational tool supplying a focal point for treatment as it talks about professional behavior. I think it would be a good thought to do a professional codification of behavior with your category. This could work as a schoolroom direction scheme. In your category you want your pupils to move ethically. You do non desire them to copy and glue codification from the Internet. You do non desire them to disrespect each other. You want assignments in on clip. I could travel on and on but to sum it all up you want your pupils to move professionally. In this subdivision we once more looked at all the specific ethical issues from this it is easy to see all the negative effects they can hold on our pupils. We need to learn them moralss so they can believe about each state of affairs as the demand arises and while we do this we are learning them critical accomplishments. We are learning the higher degrees of Bloom ‘s taxonomy. If this is non an adequate ground to convert you we are learning them a profession and with that profession comes ethical duties. These duties can be imported into your schoolroom to make a better richer larning environment. We have seen that Computer ethics is a new typical field that your pupils can larn a great trade from and we have besides seen that the pupils will profit emencily. If your still non convinced the model says we have to learn moralss and we mine every bit good do it right. Dodig-Crnkovic, G. ( n.d. ) . On the Importance of Teaching Professional Ethics to Computer Science Students. www.idt.mdh.se. Retrieved November 4, 2010, from hypertext transfer protocol: //www.idt.mdh.se/~gdc/work/TeachingProfEthics.pdf Herman, T. ( 2001 ) . The province of computing machine moralss as a philosophical field of enquiry: Some modern-day positions, future projections, and current resources. Ethical motives and Information Technology, 3, 97 – 108. Hindi, N. M. ( 2002 ) . Computer Literacy: Deductions for Teaching a College-Level Course. Journal of Information Systems Education, Vol. 13 ( 2 ) , 143 – 152. Lehman, K. ( 2009 ) . Teaching Information Ethical motives to High School Students. Library Media Connection, v27, p28-30. Pass, S. ( 2009 ) . Teaching Ethical motives to High School Students. Social Studies, v100 n1, p23-30. Rikowski, R. ( n.d. ) . Teaching ethical issues in Information Technology: how and when. www.libr.org. Retrieved November 4, 2010, from www.libr.org/isc/issues/ISC23/B9a % 20Ruth % 20Rikowski.pdf How to cite Effectively teaching ethics in schools for later life, Essay examples

The Mind Of A Serial Killer Essay Example For Students

The Mind Of A Serial Killer Essay SERIAL MURDER: In the last three decades the USA has been troubled by an approaching problem, the serial killer. A serial killer is a person who kills a number of people, usually considered over five, with a cooling off period between each murder, usually one murder at one given time). Two murders at one time occasionally happen and these murders may go on for a period of months or years until the killer is caught. Throughout the last three decades the US serial killer rate has risen 94% and it is estimated that by the next millennium it will claim an average of 11 lives a day. Serial Murder is an epidemic; there are at least 35 serial killers active in the USA today who claim one third of the annual murder rate. The USA has 6% of the worlds population yet it has three quarters of all serial killers. Not only are serial killers appearing in more numbers in the US but also all over the world countries are terrorized by serial killers, which are appearing in more numbers year and year after. KILLER TRAIT:A serial killer is a typical white male, 20-30, and most of them are usually in the USA. Their main motives are sex (even though the act of sex may or may not take place), power, manipulation, domination and control. The sex motive is usually rape for an organized killer and sadism for a disorganized killer. They act in a series of 5 or more murders with a cooling off period between each murder. Serial killers can go on for months and years before they are usually caught. The victim is usually the same for every killer prostitute, hitchhiker etc. Their victims may also have the same or similar attributes in gender, age, race, general look, residence etc. Serial killers also stick by their modus operandi very closely and may change it with experience. Most murders occur by strangulation, suffocation, stabbing etc. Serial killers act by a sex-murder fantasy based with their control, they usually live in this dream world in their teens until they act it out for real when t hey get into the adult stage. As each murder occurs a serial killer may be disappointed by his murder fantasy and may act it out again to achieve it to there own satisfaction. CHARACTERISTICS OF A SERIAL KILLER:1. Killings are separate (serial), occurring with greater or less frequency, often escalating over a period of time, sometimes years, and will continue until the killer is taken into custody, dies, or is himself/herself killed. 2. In common with normal homicides, killing tends to be one on one. There are instances however where a serial killer has struck down more than one victim in a single incident. 3. There is no (or very little) previous connection between the perpetrator and the victim; the persons involved rarely being related. 4. Although there may be a pattern or victim trait, individual murders within a series rarely display a clearly defined or rational motive. 5. An increasingly greater spatial mobility (since the advent of the automobile) has enabled killers (if they wish) to move rapidly from one place to another, often before a murder has even been discovered. 6. There is usually a high degree of redundant violence, or an overkill, where the victim is subjected to a disproportionate level of brutality. MOTIVES: These are the motives a serial killer might display (some killers display various motives):? Visionaries Acts in response to voices and is instructed by these voices to perform the act of murder. These killers are usually schizophrenic and psychotic. ? Missionaries They think it is their responsibility to rid society of unwanted elements. ? Hedonists Kill because murder causes them pleasure. ? Lust Killers Kill for sexual gratification with acts that are usually sadistic. ? Thrill Killers Kill because of a desire for a thrill or experience. ? Gain Killers Kill for personal gain. The killer premeditates the act to require financial gain or materialistic goods. While gain is not the main motive in a murder some serial killers have took the opportunity to steal from their victims for their own personal gain. ? Power Seekers Kill for the desire to have control over the life and death of others. Mobility: These are the classifications for the stable killer and the transien t killer:The Stable Killer (eg. Gacy, Dahmer) ? Lives and works in one location for an extended period. .u937645252d5822ddfd2d49b889f14cb3 , .u937645252d5822ddfd2d49b889f14cb3 .postImageUrl , .u937645252d5822ddfd2d49b889f14cb3 .centered-text-area { min-height: 80px; position: relative; } .u937645252d5822ddfd2d49b889f14cb3 , .u937645252d5822ddfd2d49b889f14cb3:hover , .u937645252d5822ddfd2d49b889f14cb3:visited , .u937645252d5822ddfd2d49b889f14cb3:active { border:0!important; } .u937645252d5822ddfd2d49b889f14cb3 .clearfix:after { content: ""; display: table; clear: both; } .u937645252d5822ddfd2d49b889f14cb3 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u937645252d5822ddfd2d49b889f14cb3:active , .u937645252d5822ddfd2d49b889f14cb3:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u937645252d5822ddfd2d49b889f14cb3 .centered-text-area { width: 100%; position: relative ; } .u937645252d5822ddfd2d49b889f14cb3 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u937645252d5822ddfd2d49b889f14cb3 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u937645252d5822ddfd2d49b889f14cb3 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u937645252d5822ddfd2d49b889f14cb3:hover .ctaButton { background-color: #34495E!important; } .u937645252d5822ddfd2d49b889f14cb3 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u937645252d5822ddfd2d49b889f14cb3 .u937645252d5822ddfd2d49b889f14cb3-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u937645252d5822ddfd2d49b889f14cb3:after { content: ""; display: block; clear: both; } READ: Why Did The North Won The Civil War Essay? Hunts and kills within the local area. ? Disposes of bodies in the same or similar areas. ? Disposal site selected for concealment. ? May return to the crime scene or burial site. ? Seldom travels, but when forced to travel it is usually for business, family visits, or personal recreation. The Transient Killer (eg. Bundy, Lucas) ? Seldom stays in one spot more than a few weeks. ? Kills are spread out over a large area. ? Disposes of bodies in random locations. ? Disposal site selected for convenience. ? Seldom returns to the region of the crime. ? Travels continuously either for pleasure, to confuse law enforcement or for new hunting grounds. ORGANIZATION: There is the disorganized killer and the organized killer. Most serial killers (about 3/4) are organized and their victim counts seem to be higher, that is also because they are usually above average intelligence. The disorganized offender is lonely and his murders usually display his anger, most are of a low IQ and suffer from some mental disorder, the killing is not planned and is a usually spur of the moment thing. It should also be noted that some serial killers display both the characteristics of a disorganized and organized killer, these killers are typed as being mixed. These are the basic typologies:Organized Killer (eg. Gacy, Bundy) ? Plans out the murder (may become accustomed to using it quickly). ? Will bring a rape kit (rope, handcuffs, chloroform etc) if desired. ? Personalizes himself with the victim (talks, leads, captures etc. the victim into/for planned murder situation). ? Rape, torture etc. may take place before murder, for the killers own gratification. ? Kills victim with awareness of evidence at crime scene (which may cleaned destroyed etc). ? Might move the body to hide, bury it etc. in an attempt to evade/delay discovery. ? Killer will not be involved further with the victims body, but may take articles, jewelry etc. for trophy or gain. Disorganized Killer (eg. Berkowitz, Chase) ? Murder usually happens at the spur of the moment (with no planning but the one simple objective to kill). ? Does not bring any tools (rape kit) to the kill except maybe murder device. ? No contact with the victim prior to spur of the moment murder. ? No rape, torture etc. will take place before murder. ? Kills victim but does not care for evidence usually left at the crime scene (high degree of violence takes place at murder). ? Will not move body in an attempt to hide, bury it etc., unconcerned of its discovery. ? Killer might be involved further with the dead victim (mutilation, necrophilia, cannibalism, etc) and may also take souvenir. ORIGINS: Robert K. Ressler (a FBI Behavioral Science Unit agent) coined the term ?serial killer in 1975. Before it was known as being a serial killer it was referred to as a stranger killer because the killers victims were usually unknown to him. Ressler concluded that sometimes the killer did kill people he knew so the word ?serial (by meaning series) applied to this sort of killer; the term serial killer was then adopted to and used. The first cases of serial killers probably go back into early times of history with no or few records. Some of the oldest recorded serial killers are Gilles De Rais and Elisabeth Countess Bathory who go back into the 1500s(most of these old century killers were thought to be vampires or werewolves!). Jack the Ripper is widely seen as the first serial killer because the nature of the crimes (with the typical sexual motive) line up more with the more recent common ones, therefore serial killers are widely accepted to be only 125 years old. SOLUTIONS: In the late 1970s the Behavioral Science Unit (BSU) of the FBI took a bigger step to battling serial offenses by undertaking profiling and larger behavioral studies. Profiling is understanding the offender, looking at a crime scene and judging by the evidence there what the possible killer is like and what he has done, to achieve this the FBI established the Violent Criminal Apprehension Program (VICAP) and the National Center for the Analysis of Violent Crime (NCAVC). VICAP is a program used to evaluate unsolved crimes and is used to evaluate similarities in crimes; most of these have been done by putting certain information into a computer database. NCAVC is a department in the FBI, which pools in such