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first amendment on freedom of speech united states essay
first amendment on freedom of speech united states essay
first amendment on freedom of speech united states essay
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The Censorship of David Wojnarowicz, Robert Mapplethorpe, and Francisco Goya
Censorship is usually considered “official” censorship because it is action taken by governmental institutions such as government committees, or universities, to limit the view of a specific artwork or a group of works by the public. However, these concrete official actions taken to limit public view of specific artwork are only the results of the abstract “censoring attitudes” of individuals or groups of individuals, encouraging the actions. Censoring attitudes can arise from feelings of race or gender discrimination, discrimination against the gay community, fear of taboos and controversially issues, and assumed moral or Christian authority. It is these attitudes that are the basis of censorship, not necessarily the artist’s intentions of their artwork, because each individual viewer of the artist’s specific piece will unconsciously project his/her own anxieties and fears into the artist’s artwork. What drives the individual to censor the artist’s work is the product of their attitudes being reflected in the subject matter of the artwork, and the result of censorship is keeping the artist’s work from being exposed or even from being created.
A mutually supportive relationship between artists and society would be the ideal under the First Amendment of the United States Constitution. Our society would recognize and support an expanded role for artists. Free and diverse artistic expressions are vital for challenging people to rethink their assumptions and for educating people about past and present issues. We should oppose censorship in the arts, and encourage individual and social expression by artists. Only by supporting the voice...
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... money, and of course the committee voted to pass the amendment. The result of the committee was the “Miller test” that labeled art as obscene when “the work, taken as a whole, lacks serious literary, artistic, political, or scientific value” (378). But according to whose values? If the jury’s values differ from that of the artist, who defiantly considers his work serious, the artist expression is limited.
Another example was the criticism made by Dr. Judith Reisman who disagreed that Mapplethorpe’s photographs were art because they “failed to express human emotion” because of the sexual images(379). But this statement also requires the question, by whose values? Maybe they do not show human emotion to her because she believes only traditional “beautiful” things can invoke emotion, but they may invoke emotions in other viewers, which is the artist's purpose.
Robert Root-Bernstein and Donald L. McEachron, “Teaching Theories: The Evolution-Creation Controversy,” The American Biology Teacher, Vol. 44, No. 7 (Oct…1982). This article, written by Robert Root-Bernstein and Donald L. McEachron sheds light on the controversy of evolution vs creationism in schools and the validity of each being called a scientific theory. The work was created to answer the questions, “Which of these theories is truly scientific and which is a religious belief? Which should be taught in schools?” The article concluded in favor of evolution as a valid scientific theory that should be taught rather than creationism, but also mentioned the worth of understanding the latter.
The Aztecs and Incas were the two dominant new world societies which greeted and eventually succumbed to the Spanish conquistadors in the early 16th century. Since then, they have occupied some of the most curious comers of the western imagination. Purveyors of scholarly and popular culture render them in various disparate ways: as victims of European colonialism, incompetent militarists, heroic forbears, barbarians, or authentic practitioners of native utopias and cults. The Aztecs and Incas were two Pre-Columbian Mesoamerican civilizations that roamed the land of Latin America throughout 14th and 15th century. Aztec empire ruled much of what is now Mexico from 1428 till 1521, when the empire was conquered by Spaniards. Aztecs controlled a region stretching from the Valley of Mexico in central Mexico east to the Gulf of Mexico and south to Guatemala. Aztecs were great engineers and developed a multifarious social political and religious system with Tenochtitlan as their capital city. Inca Empire stretched it boundaries from Colombia to Chile and reached west to east from the Atacama to Amazonian rain forest. Incas lack the concepts of written language however they had an incredible system of roads. Casco as their capital Inca Empire only lasted a century before it was conquered by Spaniards in early 16th century. The two Mesoamerican civilizations burgeoned independently of each other with no cultural or religious swap. Aztecs and Incan societies were predominantly agricultural. Religions of both societies were shamanistic which were heavily influenced by preceding cultures. These complex polytheistic religions regardless of their chronological exclusivity have significant features in common.
Here, Morrison not only states that political art is better than art which is simply beautiful, but also implies that it is the responsibility of the artist to create art whic...
The Spanish Conquest had large effects in the americas. The first conquest, Hernan Cortes conquered the Aztecs, and then Francisco Pizarro conquered the Incas. Nonetheless, the two empires are considered two of some of the most important empires in history, and were powerful filled with riches. The Spanish Conquest conquered these empires and created
The theme of fate is shown in the symbol of knitting through Mme. Defarge. She is “always knitting” and “not watching”, but Mme. Defarge is actually knitting a hit list. Dickens describes her, “Pointing her [Mme. Defarge’s] knitting needle at Little Lucie as if it were the finger of fate” (Dickens 207). The words “finger of fate” is foreshadowing the purpose of Mme. Defarge’s knitting and how she is actually determining who will die. Because of this, she is the one is can determine a person’s fate, whether a person will die or live. At the end of the novel, when the little seamstress dies, it is read, “She goes next before him [Carton]-is gone; the knitting-women count Twenty-Two” (292). These “knitting-women” count the number of deaths, including the little seamstress’; they are the ones who symbolically determine the fate of a person’s life. These “knitting-women” are like the Fates in Greek mythology. The Fates spin the thread of life for each person and cut ...
Tzemach, Gayle. “Blood and Gore Onscreen”. Violence Invades Video Games. 1 December 2001. ABC News. 19 March 2002. http://abcnews.go.com/sections/tech/dailynews/internetgames981201.html
The theme of fate is represented by the echoing footsteps, the storm, and the water with the idea that one cannot stop their fate from proceeding. Dickens uses many symbols throughout A Tale of Two Cities that aid in the promotion of the theme of fate. These three symbols demonstrate the idea that one’s fate is unchangeable and there is a reason for that. The symbols used in this book to expose the theme of fate indicate that Dickens believes that fate is powerful force not to be messed with. Dickens relays the theme of fate being unchangeable in an effective and exciting way that captivates readers and makes A Tale of Two Cities a marvelous read.
The symbol of knitting is represented throughout the whole book, when Madame Therese Defarge is always secretly stitching the names of the people whose fate will be death. Firstly, in the wine-shop, Monsieur Defarge is speaking about the knitting of Madame Defarge and the importance of how the knitted register cannot be changed because the fate of those people is decided. He is explaining this to one of the three Jacques because Madame Defarge has just added someone to the register. Monsieur Defarge explains, “Knitted, in her own stitches and her own symbols, it will always be as plain to her as the sun... It would be easier for the weakest poltroon that lives, to erase himself from existence, than to erase one letter of his name or crimes from the knitted register of Madame Defarge" (Dickens 132). Madame Defarge is secretly and constantly knitting whenever and wherever she is mentioned in the book, and only she is able to understand “the language” of her piece of work. She works...
In 1998, the US software industry sold $6.3 billion worth of video games (see Unknown). Not bad for an industry that didn't exist 25 years ago! Yet despite its continued growth, all is not well in the video game industry. School shootings in Littleton, Colorado; Pearl, Mississippi; Paducah, Kentucky; Conyers, Georgia and many other towns have shocked the nation (see Malcolm). Understandably, grieving parents and sympathetic citizens are searching for a cause for this "outbreak" of youth violence. It is natural to assume, "when children, the symbol of innocence, commit the severest of crimes, then something must be going wrong with society." (see Maker)
In the uncertainty that the modern world is, there is one law that stays petrified in stone no matter what happens: “Things change with age.” No matter if it is in history, science, or even Pokémon, things change as time passes by and this process is called evolution. The theory formulated by Charles Darwin is the belief that all organisms have come from earliest creatures because of external factors (“NSTA…”). School boards everywhere have accepted the theory of Evolution as fact making it essential to be in the curriculums of science classrooms. However, over the years, controversy has arisen as the fact that is evolution is still only a theory with flaws and setbacks, efficiently making other theories (i.e. intelligent design) a viable alternate in the classroom. The law, on the other hand, had a different idea about these other theories with numerous bans them from schools, claiming them to be against the second amendment. Despite the bitter debate of rather or not it is valid and right for teaching (primarily alone) the theory of evolution lies as being the most reliable and accurate way to teach how the modern world came to be.
Our perception of moral judgments sometimes affects the ways in which knowledge is produced. In these two areas of knowledge, the natural sciences and the arts, the ways of knowing are different as is the nature of the knowledge produced. Likewise, ethical judgments may or may not limit knowledge in these areas but in different ways. Ethical judgments may lead to questioning the means by which some scientific knowledge is produced. Significant, meaningful works of art are produced only when the artist is able to transmit an emotion to the spectator, reader or listener effectively. This is why powerful emotional reactions to a work of art sometimes produce strong and often opposing ethical judgements which can limit the artist’s opportunities to produce knowledge.
...reet Art, Ideology, and Public Space.” NYUClasses, Portland State University. 2012. PDF file. 6 May 2014
Within the last decade, the internet has proven to be the most efficient way to complete tasks in today’s society. Every major business in today’s society relies on the internet to conduct business. Though the internet is a useful tool, our reliability on it opens up the door for cyber-attacks that can be detrimental to business as a whole. One example of a cyber-attacks that have recently started becoming more prevalent are DDoS attacks. Recently, DDoS attacks have been a rising issue for businesses owners who run their own servers, such as video game companies and other high profile web servers, including banks and other credit card payment gateways.
India was where the riches of the world came from, the jewel in the crown of the British Empire. The British needed to dispel the threat of other Europeans in Africa to maintain control of India, and they did so efficiently. They quickly gained control of both the major sea routes to India and then turned their eyes to the rest of the continent. Whether the British were trying to foster public support or prevent another nation from becoming a threat, all British actions in Africa were directly or indirectly linked to India. The British were motivated by their desire to become powerful, and they skillfully combined enterprise and conquest to create a globe spanning empire centered around the wealth of India.
Imperial Britain was the most powerful empire of its time. The British would capture any country that they felt had resources to offer. There is no argument that the British made their impact on the way India is today. India, before Britain, was a country filled with groups of independent princedoms but this all changed under British rule. The British introduced English to the Indians and later on started educating the Indians in a Western Fashion. In addition to the language they brought to India, they also brought industrial advances with them. Even though the British took harsh measure to gain rule of India, India would not be as developed as it is now without the British and would not be one of the world 's largest industrial countries