Violence in Media Leads to Desensitization and Aggression Essay

C.S. Lewis wrote that â€Å"murder [was] no better than cards if cards can do the trick. Indeed the safest road to Hell is the gradual one--the gentle slope, soft underfoot, without sudden turnings, without milestones, without signposts†. This quote's claim can be used to describe the consequences of media violence. Even the most appalling crimes can, gradually, deteriorate the moral compass that have been built up due to society, family values and religion. Despite what some may think, violence would not come in sudden burst of energy, instantly is recognizable, that would undue a person, but a slow pace that would be easing into violence that would be the cause. There would not be any warnings or â€Å"signposts†, to distinguish between being too close to the edge and finding amusement in, levels of violence, that years prior would have been unthinkable. Viewing violence on media outlets leads to desensitization towards violence and can encourage outward aggression. W hile there is research that claims the opposite, this paper will review the scholarship that disproves these claims and shows that media has a tangible effect on children. This paper will strive to prove this point by analyzing an article written on a relating current event, several articles that provide research about the subject and opposing viewpoints. The first to be discussed is the event that took place three years ago. Bullying, while nothing new, is done in a completely new way than ever before thanks to the Internet. In 2008, eight teenagers (six girls and two boys) lured then beaten and taunted another teenager girl, filming it and posting it to various websites such as YouTube and Myspace (Associated Press, 2009). While the amount of footage that was taken amount... ...and the media. Thousand Oaks, Calif.: Sage Publications, 2001. 223-254. National Center for Children Exposed to Violence . "Statistics (Violence in the Media ) - National Center for Children Exposed to Violence NCCEV." The National Center For Children Exposed to Violence . http://www.nccev.org/violence/statistics/statistics-media.html (accessed April 17, 2012). Van Der Molen, Juiette H. Walma. "Violence and Suffering in Television News: Toward a Broader Conception of Harmful Television Content for Children." Pediatrics 113, no. 6 (2004): 1771-1775. http://ezproxy.roosevelt.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=13164910&site=ehost-live (accessed April 10, 2012). Vollmann, William T.. "Guns in the USA." In Rising up and rising down: some thoughts on violence, freedom and urgent means. 2003. Reprint, New York: Ecco, 2004. 365.

Write a critical appreciation of Senecas Apocolocyntosis

Seneca ‘s Apocolocyntosis provides us with one of the richest and most unusual texts to hold emerged from Rome. The Apocolocyntosis covers the narrative of Claudius, emperor of Rome and, while it is likely that the sarcasm was composed for Saturnalia in AD54, and does non incorporate a great figure of historical truths, it does possess important artistic virtue insofar as it is rich with dual entendre and critical argument. The typical qualities to Seneca ‘s Apocolocyntosis have led critics to oppugn the cogency of the text as a work by Seneca himself. Indeed, Seneca is most often known as a author of stoic philosophical treatises in a proto-Christian manner ; the Apocolocyntosis is chiefly representative of an entirely different manner. However, although these subjective responses to Seneca ‘s writing have been legion, it ‘s innately subjective nature does non travel so far as to assume that the work was written by person else. In add-on, many of the subjects in the Apocolocyntosis can be traced back through Seneca ‘s old work. Second, the rubric of the text itself is slightly deep, and is a word to depict the transmutation of a adult male into a Cucurbita pepo. Of class, in a actual sense this does non go on, although some critics have attempted to place the literary and the metaphorical togss that may hold warrant this deeply unusual rubric. This debatable rubric has led some critics to reason that the Apocolocyntosis is unfinished, or that the portion of the text where the metabolism occurs is losing. The apocolocyntosis provides a alone chance for us to look at the precise compositional nature of the Menippean sarcasm, a genre of which few texts survive. Menippean sarcasm was developed as a peculiar manner and signifier of sarcasm formulated some 300 old ages therefore by Menippus of Gadara. Its main features include are in its signifier and composing, which include a mixture of prose and poetry. The intervention of its topics is characterised by a â€Å" serio-comic † attack, where the serious implicit in subjects of the drama are obfuscated with comedic overtones. This is important both in portraying the function and the significance of the drama, every bit good as in discoursing its literary virtues. The satiric qualities of the drama focal point chiefly around the Roman province, but other subjects besides emerge and are lambasted by Seneca: historiographers are attacked from the really beginning, possibly imparting creed to the fictional manner employed by Seneca hims elf. Historians are mocked for their nonpartisanship ( 1.1 ) and besides by avoiding citations ( 9.2 ) . The usage of citations is a peculiar point in which Seneca ‘s scathing satirization flows. His usage of Homeric citations in 5.4 besides draw attending to the abuse of citations: â€Å" Claudius was really pleased that there were philologues at that place: he hoped there would be some topographic point for his ain histories. So he excessively said in Homeric poetry: ‘From Ilium the air current transporting me drove me ashore at the Kikonians ‘ † ( 5.4 ) . He continues by adding â€Å" ( But the undermentioned poetry was more true, every bit Homeric: ‘and there I sacked the metropolis and killed the people ‘ ) † The attending Seneca draws to the usage of citations to pull strings and warrant a peculiar position. The ability of Seneca to overreach Claudius is, nevertheless stating, and suggests that Claudius himself came to the throne, in many peoples eyes illicitly, on the shoulders of the Praetorian Guard. Hercules ‘ original inquiry, â€Å" Of what race of work forces are you? Where is your metropolis and your parents? † is answered in a barbed and dry manner to depict Claudius ‘s rise to power. As Fraudenberg suggests, â€Å" the inquiry posed by Hercules has, in the class of the replies offered, go a inquiry about how Claudius came to be emperor ; by ( legal ) heritage, alludes Claudius ; by ( illegal ) force, alludes the storyteller † ( 98 ) . Of class, the dismissive tone in which Seneca attacks his legitimacy via the execution of these narrative â€Å" asides † provides a rich satiric presentation of the humor Seneca was capable of. In add-on, Seneca draws attending to the difference between these two mentions to Homer – the first, a inquiry used to show exactly, is obfuscated â€Å" intelligently † by Claudius, who ab initio appears to win out on the embezzleme nt of citation until the storyteller intervenes with a citation as brash and as purportedly unprocessed as Hercules. This question of the legitimacy of Claudius is both elusive and barbarous, as it invokes attending to Claudius ‘s controversial rise to power, every bit good as the ferociousness he employed during his clip as emperor. By add-on, Hercules, who here assumes the function of the common adult male, is non ridiculed but, furthermore, is celebrated for his genuineness and his stoical attack to the usage of citation. His unfavorable judgment extends to the usage of citation by historiographers, every bit good as offering a elusive deployment of biting linguistic communication against the supposed nonpartisanship of the storyteller, who purports to be a historian despite offering a fictionalised history of Claudius ‘s reign. The complexness of the sarcasm, as to whether Seneca is mocking himself, his characters, or the state of affairss in which he finds them, are skillfully and equivocally negotiated by Seneca, whose rhetorical endowments for obfuscating, lead oning and playing with the purposes of his audience are here demonstrated with all of its biting possible. Equally good as characters themselves, and their usage of citation to add cogency to their ( illegal ) invasions of power, the formalities of argument in the Senate are besides brutally mocked and rendered absurd by Seneca ( 9.5, 11.5 ) . As such, this would impart quality to the reading that Seneca is out to mock the full political system in operation in Rome, instead than the propensities and eccentricities of one peculiar adult male. Of class, these subjects in the context of satirical plants, which lightly mock about every convention and single, can non be separated. The topic of Seneca ‘s sarcasm is Claudius himself, whose inabilit y to go a divinity is brutally and carefully dissembled and made to look farcical. The rubric of Seneca ‘s drama has provoked a ample sum of interesting argument sing its beginnings and its significance. Scholars have debated the significance of Apocolocyntosis in the rubric, and how that relates to the content of the sarcasm. The Apocolocyntosis is a drama on the ideal, with the add-on of Cucurbita pepo or gourd – literally, the word has been taken to intend â€Å" transmutation into a Cucurbita pepo or calabash † . Many have suggested that the calabash referred to in the rubric is a mention to the die box that Claudius is given. While this position has its protagonists, the metaphor seems a small stretched: Sullivan remarks that â€Å" the die box account is far fetched even for a first-century gag, and it does non run into the point about the ‘gourdification ‘ † ( 210 ) . Besides, the statement that the Apocolocyntosis is uncomplete as a text is besides a debatable one ; merely, the sarcasm, although it ends slightly sudden ly and hurriedly, ties up the secret plan and seems to non look to arouse extra scenes. One interesting statement is that the Apocolocyntosis contains a deep copiousness of â€Å" Cucurbita pepos † in the authorship: Creitz ( 1966 ) suggests that the opening sentence of the sarcasm, â€Å" Quid actum sit in caelo ante diem III, idus Octobris anno novo, initio saeculi felicissimi, volo memoriae tradere † may incorporate the concealed Cucurbita pepos in the text: â€Å" Is there any significance in the first missive, Q? Could it non be considered a kinky Cucurbita pepo or melon? † ( 202 ) . In add-on, Octobris draws attending to the missive â€Å" O † , which is a Cucurbita pepo shaped missive. In add-on October is the month for reaping Cucurbita pepos. Symbolic importance of the Cucurbita pepo may besides hold metaphorical significance in the last scene, in which the myriad of cut-off caputs may be taken as representative of Cucurbita pepos. The derogatory position of Cucurbita pepos besides draws attending to the elusive satirical devices employed by Seneca to pull attending to Claudius ‘s regulation. Creitz continues by proposing that â€Å" The sarcasm pictures a individual unwanted and deformed on Earth, undesired in Eden and even undesired in the lower universe, who, figuratively, like Cucurbita pepo seeds, purged many † ( 202 ) . While this provocative reading of the text draws attending to Seneca ‘s gaiety, it is noted that this reading does non trust to supply a historical history of Seneca ‘s existent purposes, moreover it is merely based on â€Å" what his words say to us today † ( 202 ) . Creitz argues that statements that look to show the writer ‘s purposes are likely to be subjective because small exists about Seneca ‘s purposes for the text. Other readings of the rubric of the piece expression alternatively at the nuances behind the existent significance of Apocolocyntosis ; s ome argue that it is a severely represented wordplay, intending non so much Transformation into a Cucurbita pepo and more Transformation of a pumpkin-head, a reading that would make greater analogues with the behavior of Claudius throughout the text. This is moreover given cogency by the common relationship at the clip between the word calabash and empty-headedness or folly. This, Sullivan argues, is â€Å" correspondent to the nineteenth-century association in England and the United States of the Cucurbita pepo with stupidity and ego † ( 210 ) . As such, the reading of Cucurbita pepo as stupidity prevents a actual readings of the text and focal points alternatively upon the metaphorical significance of Cucurbita pepo as stupid. The critical response to Seneca ‘s Apocolocyntosis has provoked many vindicators of Seneca ‘s work into denying that it was written by Seneca ; so, Seneca ‘s work here is radically different from other plants that he has produced, which tend towards humourless and stoical philosophical contemplation ( e.g. Letterss to Lucilus ) . In add-on, the damning of Claudius in this sarcasm does non work good with his old work, notably the Consolatio ad Polybium, which flatters Claudius. Of class, guesss over writing and genuineness of course depend to a great extent upon the given that Seneca himself had consistent sentiments about affairs. In add-on, a reading such as this denies the political function Seneca had ; so, from what is known about Seneca ‘s life, about his expatriate by Caligula and his subsequent poesy keening his expatriate, that these pieces were probably to hold been politically motivated. Sullivan remarks that Seneca ‘s â€Å" philosophical pen was barely of all time unguided by practical or political motivations † ( 212 ) . The premise environing the incompatibilities of Seneca ‘s work assumes that Seneca operated with genuineness himself ; of class, the likeliness is that Seneca himself was composing this drama in order to curry favor or to accomplish his political purposes. Incompatibility in Seneca ‘s work hence, does nil to turn out the cogency of the Apocolocyntosis as a work by Seneca. Critics have besides argued that the stylistic qualities of the Apocolocyntosis, as a visible radiation and satirical piece, appear out of topographic point in Seneca ‘s overall canon, and that the auctorial presence of Seneca is hard to identity as a consequence of this. Of class, the dismissal of the Apocolocyntosis on these evidences mask the serious implicit in political subjects of the work. The discrediting of Claudius, presumptively, satisfied some political purpose at the clip, as power shifted from Claudius to Nero. In add-on, the structural features of the Apocolocyntosis, which strictly employ Seneca ‘s typical and ample accomplishments in rhetoric and poetry, echo that of a Menippean sarcasm, which had been used extensively across Roman literature at the clip. As such, impressions of writing on evidences of incompatibility of manner can be dismissed. It is likely that the Apocolocyntosis was written hurriedly for a choice audience of a few people ; while critics have debated the relationship Seneca had to Claudius, and the incompatibilities of his attack, it is likely that this represents a more realistic portraiture of Seneca ‘s positions on Claudius – while other work flattering of Claudius was written as an effort to revoke his expatriate from Rome, the Apocolocyntosis and its scathing portraiture of Claudius is likely to stand for Seneca ‘s personal hate of Claudius. Despite the haste of its construct, the work employs and efficaciously utilises a figure of devices used by poets at the clip ; many transitions demonstrate Seneca ‘s capacity to satirise the bad poesy used by other Menippean authors ; in add-on, the subdivision praising Nero represents a aside in which Seneca shapes the narrative to include. This Aureate Age suggestion points to a more precise dating of the piece, as it was by and large accepted that the startup of a new emperor brings about a explosion of adulation. Therefore, Seneca ‘s drama can be dated to around AD54, during the clip of Nero ‘s startup. Its purpose, which is evidently an of import factor to see when discoursing Seneca ‘s work, is likely to be to discredit Claudius specifically, although some argument on philosophical evidences have suggested that Seneca was satirising the deification of all emperors instead than merely Claudius himself. The complexness of Seneca ‘s sarcasm has led to a figure of treatments about the purpose and the intent of the drama itself ; it is likely that the new epoch ushered in by Nero provided the footing for Seneca ‘s sarcasm. But there are besides sarcasms of more general, philosophical and political subjects that add grist to the factory. Seneca besides satirizes bad poets, poetic conventions and poetic linguistic communication, and utilises more conversational phrases, and even utilize these conversational phrases for the Gods themselves. The sarcasm therefore satirizes the physical stature of Claudius, but besides goes farther in its satirization of Roman civilization in general. The gaiety of the work makes it distinguishable from Seneca ‘s other work, which focuses alternatively on trying to delight Seneca ‘s many powerful disparagers and enemies. Overall, Seneca ‘s Apocolocyntosis provides us with a alone penetration into the mechanics of the Menippean sarcasm, as it provides us with the lone complete edition of such a drama. In add-on, while the drama is clearly shaped as a fictional history which attempts to jab merriment of Roman society and peculiarly of Claudius himself, it besides provides penetrations into the historical conditions that provoked the building of the drama itself. In add-on, the Apcolocyntosis besides provides us with a presentation of Seneca ‘s typical endowments for pun and elusive sarcasm, which provides us with a rich penetration into the more playful properties of this contradictory figure. While the elation of Seneca ‘s tone is unusual in the context of Seneca ‘s other plants, it besides masks more serious thematic content, notably on the abuse of rhetoric in order to acquire political addition, which is smartly satirized by the usage of Homeric citations and of historical c laims of legitimacy. The voluminous scholarship composed refering this drama has besides focussed on critical facets of the drama, notably in the map of the rubric, the mentions to Cucurbita pepos and calabashs, and of the precise map of Seneca ‘s analysis of Claudius, which radically alters by comparing to his earlier work. Overall, the penetrations offered, the considerable literary virtues of the work, and the critical treatments of this work have sparked a great trade of contention environing this unusual drama ; while argument continues over the genuineness, the quality and the authorization of this work, it besides provides us with alone penetrations into both the building of sarcasms in this manner, of the conversational manner used at the clip of its Hagiographas, and of the historical conditions that surrounded its creative activity.

The Great Gatsby By F. Scott Fitzgerald Essay - 906 Words

Materialism in the Great Gatsby America has been labeled The land of opportunity, a place where it is possible to accomplish anything and everything. This state of mind is known as The American Dream. The American Dream provides a sense of hope and faith that looks forward to the fulfillment of human wishes and desires. This dream, however, originates from a desire for spiritual and material improvement. Unfortunately, the acquisition of material has been tied together with happiness in America. Although The American Dream can be thought of as a positive motivation, it often causes people to strive for material perfection, rather than a spiritual one. This has been a truth since the beginnings of America, such as the setting of F. Scott Fitzgerald s novel, The Great Gatsby, which is an example of this set in the 20 s. The characters in this novel are too fixed on material things, losing sight of what is real. In the book the Great Gatsby, none but a few people had the idealistic â€Å"American Dream†. To so me characters it seems the â€Å"American Dream† has been replaced by materialism and greed. What does the American Dream mean? What does it stand for? If a person has achieved their American Dream how should they go about living? The American Dream is the vision to be successful and to provide from and family the best way you can. Their dream is to also have money. In the book the Great Gatsby there are many characters with money. Someone who assume they have reallyShow MoreRelatedThe Great Gatsby by F. Scott Fitzgerald1393 Words   |  6 PagesF. Scott Fitzgerald was the model of the American image in the nineteen twenties. He had wealth, fame, a beautiful wife, and an adorable daughter; all seemed perfect. Beneath the gilded faà §ade, however, was an author who struggled with domestic and physical difficulties that plagued his personal life and career throughout its short span. 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Strengths And Weaknesses Of A Good Teacher - 1505 Words

Teachers come in all different shapes and sizes. The way someone shows up in the classroom, as a teacher, is associated with how they show up in their ordinary, everyday life. Which is to say, there are as many different teachers as there are different personalities in the world. Many factors contribute to an effective teacher, including the teaching approach, classroom presence, and capability for creativity. What Is a Good Teacher? Everyone may have their own idea of what a good teacher is, but I think a good teacher is someone who is passionate about helping others learn. I think a teacher is someone who is not only knowledgeable, but also has a strong desire to profess his/her knowledge of a subject to others. Some might even say†¦show more content†¦Another weakness of mine as a teacher is that sometimes it is difficult for me to monitor the students during class. For example, if a student is doodling during the lesson, I am not very skilled in redirecting the student’s attention to the lesson. With this weakness, as with my other weaknesses, I feel that it will improve over time. In other words, as I gain more experience in the classroom, I expect to improve on my weaknesses. Teaching Approaches A teaching approach considers what it takes to teach and learn a language.2 When it comes to teaching approaches, I think they may vary depending on both the lesson and the students’ needs. Overall, however, I think I prefer to use the Affective Humanistic Approach. This approach is based on the principles of respect, communication, interaction, peer support, and a comfortable atmosphere.3 I like this approach because I personally think the learning environment dictates a great of how well the students will do in the classroom. I also think peer support will aid in classroom unity, which may help the students to feel more comfortable with questions and performance. Another approach I like to use is the Cognitive Approach. The Cognitive Approach uses the idea that language is a series of rules best processed through an inductive method.3 I like to use this approach, depending on the level of the students, because I find that it challenges the students butShow MoreRelat edStrengths And Weaknesses Of A Good Teacher1121 Words   |  5 Pagesbehavior within your profession. Doing so ensures that you are growing and improving your teaching skills by building on old strengths to benefit you as an instructor, but especially by ensuring improvement in the students that you serve. 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Invisible Man, Race And Racism - 1822 Words

In the novel Invisible Man, race and racism is a constant issue of equality and inequality. In the 1960s, a black man confronts racism against not only to white folks, but society’s from degradation, but the narrator s experiences in the battle royal and his role in perceived the Brotherhood organization. However, the novel goes more in-depth in a race that makes it hard to find an individual identity. Finding out that the outside context of racism is more imposed into others while the narrator if mostly shocked with the idea of showing off values and knowledge when it came to the college experience that the narrator desire. The overall perception of the narrator skin color and social status conflict with his idea of the true reality that†¦show more content†¦The confidence gave the narrator to stand in front of the white and black communities and dealing with all of the critics he had gotten, but knowing what the future holds for him is speechless and feeling untitle d about himself. As Booker T. Washington words explain that blacks should be more instinct with the white community because of being powerful within the community and traveling around the black community indifferences with values and respect. The narrator travels throughout the world and the shape of the historical complex of race and racism that overtly or unintentionally is racist to whites in a figure of speech. â€Å" His face was a black blank of a face, only his eyes alive--with hate of me and aglow with a feverish terror from what happened to us all† (Ellison pg.24). During the battle royal the narrator was quite nervous due to the all fighting during this event and being able to give a speech in the honor of graduating high school and moving forward to college to gain new experiences. The most important of the figures are the blacks because of their moderation to fight against racism in this era and has taught to be more strong and proud to be the race that is diffe rent and has many aspects towards culture. Racism is no fun and games during this time and now to the present day. It’s kind of sad that racism still goes on today and getting through the harsh time in our historical timeline as American citizens. Knowing our history is very important becauseShow MoreRelatedA Protest Against Racism In Ralph Ellisons The Invisible Man1099 Words   |  5 PagesA Protest Against Racism Merriam- Webster’s dictionary defines racism as, â€Å"prejudice, discrimination, or antagonism directed against someone of a different race based on the belief that ones own race is superior† (Merriam-Webster). The story follows a young college age black man (Invisible) in his quest of personal identity. 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It has always been around since history has been recorded, and probably before that. There are many different forms of racism, but when one thinks of racism in America, they most certainly think of the struggles that the African-Americans have faced for hundreds of years. American literature has been noted for its sometimes controversial, but outspokenness of issues facedRead MoreRacism In Ralph Ellisons Invisible Man1573 Words   |  7 PagesRacism has been around for several centuries and it means, Prejudice, discrimination, antagonism, all directed towards someone of a different race, believing that one’s own race is superior over another† (CITATION). Racism goes far back into the thirteenth and fourteenth centuries and continues today although it isnt near as bad as it was before the 1900s. 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Taking place in the late 1920s and early 1930s, this novel describes the extraordinary journey of an unnamed African AmericanRead MoreIdenity Affected by Racism Essay1202 Words   |  5 Pages In society there is a lot of misconception of the term racism. According to the merriam-webster dictionary members of one race are intrinsically superior to members of others race which many people would agree with. What is racism? The normal person if asked will simply reply, not liking someone for their color of their skin. Racism from my attitude which is substantiated by historically events is a system of power .Thus is a system of power i.e. to control the world and its people. EmployedRead MoreRacism And Racism Essay986 Words   |  4 Pagessimilarities between sexism and racism. Sexism occurs when a person’s gender or sex is used as the basis for discriminating. Females are more susceptible to sexism although males are also susceptible. 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Neoliberalism and the Bhutanese Educational Context

Question: Discuss about the Neoliberalism and the Bhutanese Education. Answer: Globalization seems to have reshaped how people live, consume, work, and interact but failed to influence what people learn. In the last decades, many public institutions including education have shifted ideologically and structurally due to the globalization pressure. As the international economic integration becoming a reality through the liberation of finance, investment, and trade, public education systems are slowly responding to this demand by embracing neoliberal educational reforms. Based on the findings of Harvey (2005), neoliberal education policies have illustrated the significance of marketization and privatization of social goods like the school systems. Given the current neoliberalism frameworks, processes, and assumptions, it becomes difficult to enforce the ideologies of the neoliberalism in classroom practices. Since the neoliberalism advocates for the free market economy, Lingard (2010) has affirmed that the consumers of the education systems are allowed to choose the system that offers quality. In the Bhutanese educational context, the government has provided competitive grants for learning institutions depending on the innovative proposals that focus on school improvement projects instead of the school project outcomes. Lincove (2009) affirms that the Bhutanese government believes that this model allows it to reward schools that are motivated to improve quality (p. 64). In Bhutan, the private schools like Doctor Tobgyel have performed better than the public institutions; the government has realized the need to privatize its public schools to benefit the consumers. By adopting a liberalized education system, focus on the student marks and performance of the educator. This should instil collaboration and team building instead of invest on competitiveness alone as stated by Clark (2013). Th erefore, the Bhutanese government should conduct a cost-benefit analysis of the liberalized education system before adopting it. References Clark, M. (2013). Comenius Dreaming. Educators Voice. Retrieved from https://educatorvoices.wordpress.com/2013/05/22/what-have-schools-got-todo-with-neo-liberalism/ Harvey, D. (2005). A Brief History of Neoliberalism. Oxford: Oxford University Press. Lincove, J.A. (2009). Are Markets Good for Girls? The World Bank and Neoliberal Education Reforms in Developing Countries. The Whitehead of Diplomacy and International Relations, Winter/Spring, 49-75. Retrieved from https://blogs.shu.edu/diplomacy/files/archives/06%20Lincove.pdf Lingard, B. (2010, may 5). Policy Borrowing, Policy Learning Testing Times in Australian Schooling. Critical studies in

On August 5, Jatrek Hewitt, 17, Was Shot And Killed By A NJ Police Off

On August 5, Jatrek Hewitt, 17, was shot and killed by a NJ police officer for allegedly trying to rob him. The police officer was never charged with anything even though it is illegal for NJ police officers to carry their weapons in New York. On Monday, August 9, Robert Striker, 54, was killed for allegedly trying to rob a bank. Police officers shot more than 30 bullets, in one of the busiest areas in downtown Manhattan while trying to apprehend Mr.Striker, even though he had already thrown away his gun, and the NYPD's own tests showed that he had never fired a gun! Is all the violence in America corrupting everyone who stands for what is right and wrong. When will the national government acknowledge something is wrong. Will violence finally take its tollon everyone and all civilians will snap and make a move for what is right? The answers lie within us all. Bibliography Pierre La Thome Violence and the American Public. www.Trans.net/hyperindex/media/violence