Arts Blog

The Rose Bible by Hanahiva Rose

Intention of the author: The author's name is Hanahiva Rose. I She's in ninth grade and made this drawing for art class. She is an atheist. In my opinion she did a rose in the bible because for her the bible is not important and she wants to demonstrate that. She named it The rose bible becuase her last name is rose, so what she means is that, that's her bible: a rose.

Quality of the work: The piece of work is very creative and it seems that to build it uo like she did she took a lot of time.

Response of the audience: The art teacher didn't let her student keep this and put it in her portafolio. It was banned because it was a bit to strong.

Art as education: She shows that she is an atheist and that not everyone believes in the bible.

Art as communication: She is trying to communicate what she feels and to tell the people that she doesn't believe in the Bible and in God.

Art as imitation: I think that there is no imitation in this piece of work and it's very creative.

Http://nooks.scoop.co.nz/wp-content/uploads/2009/10/Rose-Bible-2.

Human Sciences post

Milgram Experiment
Three people take part in the experiment: experimenter; learner; and "teacher" (participant). Only the teacher is an actual participant, i.e., unaware about the actual setup, while the learner is a confederate of the experimenter. The role of the experimenter was played by a stern, impassive biology teacher dressed in a grey technician's coat, and the victim (learner) was played by a 47-year-old Irish-American accountant trained to act for the role. The teacher and the learner were told by the experimenter that they would be participating in an experiment helping his study of memory and learning in different situations.
The subject was given the title teacher, and the confederate, learner. The participants drew lots to 'determine' their roles. Unknown to them, both slips said teacher, and the actor claimed to have the slip that read learner, thus guaranteeing that the participant would always be the teacher. At this point, the teacher and learner were separated into different rooms where they could communicate but not see each other. In one version of the experiment, the confederate was sure to mention to the participant that he had a heart condition.
The teacher was given an electric shock from the electro-shock generator as a sample of the shock that the learner would supposedly receive during the experiment. The teacher was then given a list of word pairs which he was to teach the learner. The teacher began by reading the list of word pairs to the learner. The teacher would then read the first word of each pair and read four possible answers. The learner would press a button to indicate his response. If the answer was incorrect, the teacher would administer a shock to the learner, with the voltage increasing in 15-volt increments for each wrong answer. If correct, the teacher would read the next word pair.
The subjects believed that for each wrong answer, the learner was receiving actual shocks. In reality, there were no shocks. After the confederate was separated from the subject, the confederate set up a tape recorder integrated with the electro-shock generator, which played pre-recorded sounds for each shock level. After a number of voltage level increases, the actor started to bang on the wall that separated him from the subject. After several times banging on the wall and complaining about his heart condition, all responses by the learner would cease.
At this point, many people indicated their desire to stop the experiment and check on the learner. Some test subjects paused at 135 volts and began to question the purpose of the experiment. Most continued after being assured that they would not be held responsible. A few subjects began to laugh nervously or exhibit other signs of extreme stress once they heard the screams of pain coming from the learner.
If at any time the subject indicated his desire to halt the experiment, he was given a succession of verbal prods by the experimenter, in this order:
Please continue.
The experiment requires that you continue.
It is absolutely essential that you continue.
You have no other choice, you must go on.
If the subject still wished to stop after all four successive verbal prods, the experiment was halted. Otherwise, it was halted after the subject had given the maximum 450-volt shock three times in succession.

In Milgram's first set of experiments, 65 percent of experiment participants administered the experiment's final massive 450-volt shock, though many were very uncomfortable doing so; at some point, every participant paused and questioned the experiment, some said they would refund the money they were paid for participating in the experiment. Only one participant steadfastly refused to administer shocks below the 300-volt level.
http://psychology.about.com/od/historyofpsychology/a/milgram.htm

To execute or not to execute

Australia: Capital punishment has been formally abolished in Australia. It was last used in 1967, when Ronald Ryan was hanged in Victoria. Ryan was the last of 114 people executed in the 20th century and prior to his execution Queensland and New South Wales had already abolished the death penalty for murder. It was removed as a punishment for murder in all states by 1984 when the state of Western australia abolished the death penalty for all crimes, and the next year NSW removed death as a possible punishment.

Canada:The only method used in Canada for capital punishment in nonmilitary contexts was hanging. Before Canada eliminated the death penalty for murder on July 14, 1976, 1,481 people were sentenced to death, with 710 executed. Of those executed, 697 were men and 13 were women. The last execution in Canada was on December 11, 1962 at Toronto's Don Jail.

Italy: Afterwards the death penalty was definitively abolished in the Penal Code in 1889 with the almost unanimous approval of both Houses of Parliament under suggestion of Minister Zanardelli. This is because Italy is a catholic country and the death penalty is killing people. The catholic religion is not in favor of the death penalty.

I believe that capital punishment is a crude way of punishing people. As a catholic person I don't agree with this punishment and believe that they are many ohter good ways of punishing people. Killing people is a sin and youcould just give the person penal servitude for life.

http://www.religioustolerance.org/execute.htm

http://www.frontiernet.net/~kenc/cappun.htm

http://www.capitalpunishmentuk.org/thoughts.html