Free Essays on Family and Religious Values

The purpose of this study is to evaluate and check to see if religious and family values determine the respect for and of authority on Wiley’s campus. Studies and observations of other campuses as well as Wiley, has lead this observer to believe that due to the lack of religious and family values, students have grown or became disrespectful to any authority on the college’s campus. This authority portrays its self in the form of an Instructor that cannot control his or her class due to the behavior of the students towards the instructor. The authority also comes in the form of policies on cheating and plagiarizing on exams, research papers, and written assignments. Finally, yet importantly do not forget the committing and vagrant disregard for rules and laws, which can range from drugs and alcohol to the parking in handicap spaces without a permit. The findings of this research will show how and to what extent that religious and family values have to play in the de termining respect for and of authority on Wiley campus. Respect for authority comes in many forms. However many scholars believe that the Family and the Religious Values that are installed into or taught to a child influence highly how that child will respect the authority in what ever form that is presented to them. When it comes to how the values of the family responds to the use of alcohol and drugs, the parent must take the No-Alcohol stance. This stance must remain in force and not to be under minded by the parents themselves or anybody else. The bonds that the parent develops with their children and the behavior that they model will go a long way on how our children will look at the use of alcohol and drugs. As well, the parents actions speak louder than what they actually say. It is what the parent’s model to the kid’s that is really the key to how the kid will act in the future, especially when presented with difficult problems or the decision ... Free Essays on Family and Religious Values Free Essays on Family and Religious Values The purpose of this study is to evaluate and check to see if religious and family values determine the respect for and of authority on Wiley’s campus. Studies and observations of other campuses as well as Wiley, has lead this observer to believe that due to the lack of religious and family values, students have grown or became disrespectful to any authority on the college’s campus. This authority portrays its self in the form of an Instructor that cannot control his or her class due to the behavior of the students towards the instructor. The authority also comes in the form of policies on cheating and plagiarizing on exams, research papers, and written assignments. Finally, yet importantly do not forget the committing and vagrant disregard for rules and laws, which can range from drugs and alcohol to the parking in handicap spaces without a permit. The findings of this research will show how and to what extent that religious and family values have to play in the de termining respect for and of authority on Wiley campus. Respect for authority comes in many forms. However many scholars believe that the Family and the Religious Values that are installed into or taught to a child influence highly how that child will respect the authority in what ever form that is presented to them. When it comes to how the values of the family responds to the use of alcohol and drugs, the parent must take the No-Alcohol stance. This stance must remain in force and not to be under minded by the parents themselves or anybody else. The bonds that the parent develops with their children and the behavior that they model will go a long way on how our children will look at the use of alcohol and drugs. As well, the parents actions speak louder than what they actually say. It is what the parent’s model to the kid’s that is really the key to how the kid will act in the future, especially when presented with difficult problems or the decision ...

Outlining Simple Homework Guidelines for K-8 Teachers

Outlining Simple Homework Guidelines for K-8 Teachers Homework; the term elicits a myriad of responses. Students are naturally opposed to the idea of homework. No student ever says, â€Å"I wish my teacher would assign me more homework.†Ã‚  Most students begrudge homework and find any opportunity or possible excuse to avoid doing it. Educators themselves are split on the issue. Many teachers assign daily homework seeing it as a way to further develop and reinforce core academic skills, while also teaching students responsibility.  Other educators refrain from assigning daily homework. They view it as unnecessary overkill that often leads to frustration and causes students to resent school and learning altogether.   Parents are also divided on whether or not they welcome homework.  Those who welcome it see it as an opportunity for their children to reinforce critical learning skills. Those who loathe it see it as an infringement of their child’s time.  They say it takes away from extra-curricular activities, play time, family time, and also adds unnecessary stress. Research on the topic is also inconclusive. You can find research that strongly supports the benefits of assigning regular homework, some that denounce it as having zero benefits, with most reporting that assigning homework offers some positive benefits, but also can be detrimental in some areas. The Effects of Homework Since opinions vary so drastically, coming to a consensus on homework is nearly impossible.  We sent a survey out to parents of a school regarding the topic, asking parents these two basic questions: How much time is your child spending working on homework each night?Is this amount of time too much, too little, or just right? The responses varied significantly. In one 3rd grade class with 22 students, the responses regarding how much time their child spends on homework each night had an alarming disparity.  The lowest amount of time spent was 15 minutes, while the largest amount of time spent was 4 hours.  Everyone else fell somewhere in between.  When discussing this with the teacher, she told me that she sent home the same homework for every child and was blown away by the vastly different ranges in time spent completing it.  The answers to the second question aligned with the first.  Almost every class had similar, varying results making it really difficult to gauge where we should go as a school regarding homework. While reviewing and studying my school’s homework policy and the results of the aforementioned survey, I discovered a few important revelations about homework that I think anyone looking at the topic would benefit from: 1. Homework should be clearly defined. Homework is not unfinished classwork that the student is required to take home and complete. Homework is â€Å"extra practice† given to take home to reinforce concepts that they have been learning in class.  It is important to note that teachers should always give students time in class under their supervision to complete class work. Failing to give them an appropriate amount of class time increases their workload at home.  More importantly, it does not allow the teacher to give immediate feedback to the student as to whether or not they are doing the assignment correctly.  What good does it do if a student completes an assignment if they are doing it all incorrectly?  Teachers must find a way to let parents know what assignments are homework and which ones are classwork that they did not complete. 2. The amount of time required to complete the same homework assignment varies significantly from student to student.  This speaks to personalization. I have always been a big fan of customizing homework to fit each individual student.  Blanket homework is more challenging for some students than it is for others. Some fly through it, while others spend excessive amounts of time completing it.  Differentiating homework will take some additional time for teachers in regards to preparation, but it will ultimately be more beneficial for students. The National Education Association recommends that students be given 10-20 minutes of homework each night and an additional 10 minutes per advancing grade level. The following chart adapted from the National Education Associations recommendations can be used as a resource for teachers in Kindergarten through the 8th grade. Grade Level Recommended Amount of Homework Per Night Kindergarten 5 – 15 minutes 1st Grade 10 – 20 minutes 2nd Grade 20 – 30 minutes 3rd Grade 30 – 40 minutes 4th Grade 40 – 50 minutes 5th Grade 50 – 60 minutes 6th Grade 60 – 70 minutes 7th Grade 70 – 80 minutes 8th Grade 80 – 90 minutes It can be difficult for teachers to gauge how much time students need to complete an assignment. The following charts serve to streamline this process as it breaks down the average time it takes for students to complete a single problem in a variety of subject matter for common assignment types. Teachers should consider this information when assigning homework. While it may not be accurate for every student or assignment, it can serve as a starting point when calculating how much time students need to complete an assignment. It is important to note that in grades where classes are departmentalized it is important that all teachers are on the same page as the totals in the chart above is the recommended amount of total homework per night and not just for a single class. Kindergarten – 4th Grade (Elementary Recommendations) Assignment Estimated Completion Time Per Problem Single Math Problem 2 minutes English Problem 2 minutes Research Style Questions (i.e. Science) 4 minutes Spelling Words – 3x each 2 minutes per word Writing a Story 45 minutes for 1-page Reading a Story 3 minutes per page Answering Story Questions 2 minutes per question Vocabulary Definitions 3 minutes per definition *If students are required to write the questions, then you will need to add 2 additional minutes per problem. (i.e. 1-English problem requires 4 minutes if students are required to write the sentence/question.) 5th – 8th Grade (Middle School Recommendations) Assignment Estimated Completion Time Per Problem Single-Step Math Problem 2 minutes Multi-Step Math Problem 4 minutes English Problem 3 minutes Research Style Questions (i.e. Science) 5 minutes Spelling Words – 3x each 1 minutes per word 1 Page Essay 45 minutes for 1-page Reading a Story 5 minutes per page Answering Story Questions 2 minutes per question Vocabulary Definitions 3 minutes per definition *If students are required to write the questions, then you will need to add 2 additional minutes per problem. (i.e. 1-English problem requires 5 minutes if students are required to write the sentence/question.) Assigning Homework Example It is recommended that 5th graders have 50-60 minutes of homework per night. In a self-contained class, a teacher assigns 5 multi-step math problems, 5 English problems, 10 spelling words to be written 3x each, and 10 science definitions on a particular night. Assignment Average Time Per Problem # of Problems Total Time Multi-Step Math 4 minutes 5 20 minutes English Problems 3 minutes 5 15 minutes Spelling Words – 3x 1 minute 10 10 minutes Science Definitions 3 minutes 5 15 minutes Total Time on Homework: 60 minutes 3. There are a few critical academic skill builders that students should be expected to do every night or as needed. Teachers should also consider these things. However, they may or may not, be factored into the total time to complete homework. Teachers should use their best judgment to make that determination: Independent Reading – 20-30 minutes per dayStudy for Test/Quiz - variesMultiplication Math Fact Practice (3-4) – varies - until facts are masteredSight Word Practice (K-2) – varies - until all lists are mastered 4. Coming to a general consensus regarding homework is almost impossible.  School leaders must bring everyone to the table, solicit feedback, and come up with a plan that works best for the majority.  This plan should be reevaluated and adjusted continuously. What works well for one school may not necessarily be the best solution for another.

To what extent do the narratives of Polybius and Caesar support Essay

To what extent do the narratives of Polybius and Caesar support William Harris's account of the factors driving Roman imperial - Essay Example An empire can thus be defined as ruling people in a wide territory without their consent. On the other hand, imperialism is the attitudes and process that are used to establish and maintain an empire. This is to say that imperialism is a shape shifting process and dynamic; this is because imperialism changes as the society develops. The empire expanded as a result of military expeditions. In this, the essay discusses on Harris view on Roman imperialism and the extent to which Polybius and Caesar narratives support William Harris’s account of the factors driving Roman imperialism. Different historians have different views on Roman Imperialism. Being one of the earliest historians, Polybius clearly gives a well-defined account of Roman imperialism. He comes up with a theory referred to as â€Å"Cycle of Political Revolution† to explain the rise and fall of the Roman Empire. In his theory, he brings up the cycle of Roman imperialism how a new system in leadership comes in causing the old one to be replaced by the new one (Polybius 238). His account relates to William Harris account because he states that just as the man evolved from an animal into a civilized human being the governance system evolves in the same way. As stated earlier, William Harris states that imperialism in the ruling system is dynamic. In his theory â€Å"Cycle of Political Revolution†, he shows how with the evolution of manpower came in hence the establishment of a monarchy (Polybius 235). In the Monarchy, power is embossed on one individual within the society. To maintain the Monarchies heirs obtained the position of Monarchies from their parents. However, because the system of government evolved as men become more civilized, the heirs rebelled against the existing ruling system and saw the need to implement new ways of ruling the people. As a result of this, Kingship system was established (Polybius 235). In the Kingship system, democracy is practiced and the leader com es down to common person’s level. Because the system is dynamic, the heirs see the need to distinguish himself from the common person. As a result of this the system of governance changes from democracy to aristocracy. In his theory, Polybius blames the heirs for the change in the system of political governance. For instance, he says that heirs take advantage of the people because when they are born they do not face hardship. The heirs only enjoyed luxuries and wealth that they had not labored. The aristocracy was replaced by oligarchy because the heirs enjoyed wealth and luxury life. In oligarchy, people had a say in the governing process. This means that the people worked together for a democratic state. In a democratic state people have a say in the government affairs (Polybius 241). Because of the democracy, there is freedom of speech and expression. As a result of this everyone expresses his opinion on different issues concerning the state and this result in chaos and mi sunderstanding among the people in the state. Because of the misunderstanding among the members in the state, the strongest and outspoken person takes over as the leader. This resulted in the creation of a Monarchy going back to the first stage of leadership. By this, we see that the system of leadership cycles in one place although the systems take a substantial amount of time to move from one season to another. This clearly shows the application of Polybius theory â€Å"Cycle of Political Revolution† in political systems. History defines Julius Caesar as

To what degree did Hitler use illegitimate tactics vs legitimate Essay

To what degree did Hitler use illegitimate tactics vs legitimate tactics in his rise to power in 1933 - Essay Example The intention of the investigation is purely to obtain information from pieces of the past albeit the same may be utilized in the furtherance of academic studies of the lives and obsessions of world leaders and other significant figures. There are accounts that Hitler did not have fixed and definite plans during the course of his adventurism for influence and control. Instead, he was simply practical and acted pursuant to what he believed was applicable and effective at the moment. (A Pragmatic Approach? BIDEFORD COLLEGE HISTORY DEPT’. Bideford College Online. [internet]). This attitude of Hitler was apparent both in his policies dealing with foreign as well as domestic matters. Hence, as far as regarding the involvement of Germany outside of the nation, Hitler moved his way responsively to whatever then was taking place around the world, particularly the neighbors of Germany in Europe and in other parts of the West. It might therefore be that the dictator did not give too much attention to whether or not the processes of his operations were legitimate. This technique of Hitler was seen when Benito Mussolini started his own expansion by invading Abyssiania in 1935. Assessing the intrusion as having diverted g lobal awareness of the occurrences in Germany, Hitler took similar actions in Rhineland in March 1936 by establishing authority and supremacy in the area. He did not care if his moves were construed as inappropriate and he acted decisively and to the fullest while the opportunity was still at hand. During the incursion, the German leader must be under the belief and perception that it would bring results efficiently and effectively while the allied forces were out of sight. It is very significant to observe that the military campaign clearly violated the Treaty of Versailles which mandated Rhineland to be a neutral ground. (Timeline for WW2: 1933-1941, Beginning of Nazi Germany to Invasion of Soviet Union.

Essay on the Transformation of Beowulf -- Epic Beowulf essays

The Transformation of Beowulf In the length of the poem, Beowulf goes from abandoned child to gallant warrior to King. This transformation, expressed in the tone and content of the poem, shows the importance of the relationship between lord and thane and expresses the ultimate value of that connection. From the difference in battle scenes to Beowulf’s speeches, it is clear that he has gone from a somewhat self-loving hero to a selfless king. Within this change he also goes from serving a lord to becoming a lord, and in that way the poem shows us the importance of both sides of the relationship. Initially it is said that Beowulf goes to flight Grendel because, "he could not brook or abide the fact / that anyone else alive under heaven / might enjoy greater regard than he did" (43). In the end he fights the dragon more for the good of his people than for his own pride; he dies relieved because "[he] has been allowed to leave [his] people / so well endowed" (2796). The battle scenes themselves are also an indicat...

Soap Operas

For other uses, see Soap opera (disambiguation).A soap opera, often referred to simply as a soap, is a serial drama, on television or radio, that related story lines dealing with the lives of multiple characters. The stories in these series typically focus heavily on emotional relationships to the point of melodrama.[1] The name soap opera stems from the fact that many of the sponsors and producers of the original dramatic serials' broadcast on radio were soap manufacturersIntroductionStaying Tuned: Contemporary Soap Opera Criticism examines serials. Broadcast first in 1926 on radio and since 1956 on television Monday through Friday 52 weeks a year, soap operas provide a clear promise to continue for as long as mass mediated entertainment exists. Over the last sixty years, billions have happily suffered along with the gallant men and women of the afternoon. A growing body of scholarly literature exists now to provide insights and suggest answers to the question of why so many continu ally return to the routine tragedies of daytime drama. Each of our chapters explores an aspect of soap opera which contributes to the endurance of the genre.Rodney Andrew Carveth looks at the question of why the audience returns day after day by analyzing the effects of viewing. His â€Å"Exploring the Effects of Love in the Afternoon: Does Soap Opera Viewing Create Perceptions of a Promiscuous World?† discusses how the audience perceives sex in the soaps. Alexander, et. al. study whether women view serial drama differently than men do. Their examination â€Å"Investigating Gender Differences in College Student Soap Opera Viewing† reveals a further reason for why soap opera remains a compelling form. Frentz and Ketter scrutinize theme by looking at the treatment of sexual activity in daytime drama's stories.â€Å"Everyday Sex in Everyday Drama† suggests the power of sexual elements in storytelling be marshalled to provide modeling behavior. Families remain at th e heart of storytelling in televised serial drama. In â€Å"The Nuclear Family Is Alive and Well, As The World Turns,† Gilah Rittenhouse writes that one reason we may be staying tuned is because as audience we are either fantasizing or reminiscing about being part of one big happy family. Deborah Rogers offers a similar view  about the importance of family in â€Å"The Afternoons of our Lives† but points out that soaps may be undermining the family with a subtext which institutionalizes female subordination.In another essay, Rodgers reminds us of the importance of contemporary themes as a contributor to staying power of daytime drama. â€Å"AIDS Spreads to the Soaps, Sort Of† sheds light on how the creators of serials choose to embrace yet soften current topics. Mariam Darce Frenier attends to the audience in her research by examining the younger set in â€Å"7th and 8th Graders ‘Read' Daytime Soap Operas in Three West-Central Minnesota Public Schools.à ¢â‚¬  In search of a non-empirical approach to audience studies, Carol T. Williams considers adult viewers. † ‘It's Time for My Story': Oral Culture in the Technological Era—Towards a Methodology for Soap Opera Audience Study.†In â€Å"The Fate of the Subject in the Narrative Without End† Jane Archer treats us to an analysis of what happens to the major character in a soap opera that keeps us coming back for more. She posits the notion that because they are dependent on the story-telling devices of deferral, contradiction, and repetition, serials underline the instability of closure and the inconsistency of character. Diana C. Reep suggests we listen to â€Å"The Siren Call of the Super Couple: Soap Operas' Destructive Slice Toward Closure† as a warning knell. Contradicting the definition and purpose of a serial, several characteristics of the Super Couple do not ring true to form.Utilizing feminist theory as a base, Scott Nelson in â€Å"Pin e Valley Prostitute: The Representation of All My Children's Donna Tyler† submits that this serial serves as a continuing transmission of patriachal values. Vibert C. Cambridge examines the power of serial drama by exploring another medium—radio, on another continent—Africa. â€Å"Radio Soap Operas in Global Africa: Origins, Applications, and Implications† examines the power of the serial form when pressed into delivering pro† social messages.In â€Å"Soaps & Serials: The Transformation of Daytime Drama into Romance Literature,† Diane M. Calhoun-French analyzes the failure of publishers to capture the essence of the serial form and thus the audience with print efforts. From Dickens and print, to film, then radio, and now television, serials have maintained a powerful hold over audiences. Some of the reasons for this fascinating phenomenon are found in this volume.The 25 most powerful tv shows of the last 25 years 1. Tropikanka: the show that w on a presidential election 2. Melrose place: the show that turned prime time into an art gallery 3. The simpsons: the show that changed how we talk 4. America’s most wanted: the show that cleaned up america’s streets 5. The theorists: the show that made us respect belarus’s actors 6. Glee: the show that boosted the record industry 7. De grote donorshow: the show that became an organ donor 8. Spongebob squarepants: the show that rewired kids’ brains 9. Star trek: the next generation: the show that saved a genre 10. Curb your enthusiasm: the show that improvised justice 11. Buffy the vampire slayer: the show that spawned an academic discipline 12. Friends: the show that launched a one-hit wonder 13. Csi: the show that gave d.a.’s headaches 14. How i met your mother: the show that revolutionized product placementBad Effect of Media in Younger Generation 1. IntroductionUntil the mid of the last century most adolescents spend their free time together wi th adults and monitor the behavior and activities of this social group. Therefore adolescents get the abilities they need in society to get well-integrated. Until that time parents, brothers, sisters and relatives were the most important examples for adolescents and children. After the Increasing of technology and globalization mostly everything changed.New Media were created and they not only changed the manufacturing process but also the quality and size of products. This had effects on the social behavior and relationships of young people. The media which influenced the life of mankind the most are mass media like television and internet. It is acquainted that TV was introduced in the 40s in the United States of America. Today TV and internet is a big partIs this Essay helpful? Join OPPapers to read more and access more than 325,000 just like it!Get better grades in the life of many adolescents but also in the life of many adults apart from their financial and social status. Furt hermore the media fascinates children with the mixture of technology, creativity and  possibilities. Many adolescents want to have a job in the media-branch because they dream to be on TV and many of them have the desire of being the next Madonna. Because of that development the question arises how mass media influenced the Youth Culture in the last ten years.What Exactly is a Soap Opera?Soap opera fans are some of the most loyal and vocal viewers out there, and soap opera storylines are some of the wackiest and most romantic on air. But while soaps are generally well known for these very characteristics, it is not uncommon for people to wonder, â€Å"What exactly is a soap opera?†DefinitionBy definition, soap operas are ongoing works of fiction, and episodic in nature. In laymen’s terms, soaps are stories told over an extended period, with different characters being featured at different times. It is rare in soaps to have a quick wrap-up of a storyline, and it is ev en rarer for a story to affect only one or two characters. Most often, a storyline affects several characters, and possibly interconnects with other stories. Perhaps the most common trait of a soap opera is that each episode ends with a promise for more drama the following day, rather than a neat tie-up of that episode’s story, as you’d find with sitcoms or other dramas.How Soap Operas Got Their NameWhen soap operas began, they were first broadcast on the radio. Called â€Å"dramatic serials,† soap manufacturers such as Procter and Gamble, Colgate-Palmolive, and Lever Brothers were the show’s sponsors. In time, the name â€Å"soap opera† came to be and has remained ever since.How Soaps Differ from Other TV ProgramsSoap operas tend to focus their plots and storylines around family life, personal and sexual relationships, emotional and moral conflicts and sometimes newsworthy issues such as rape, teen drinking, drug abuse, adoption, illness, addictio n and more. While many of these scenarios might show up in other TV programs, soaps are filmed to reveal the day-to-day lives of its characters, building the story over time.In addition, you’ll find soap staples such as missing siblings, mystery parents, death (and  resurrection), adultery, betrayal, and, yes, even demonic possession. You’ll also find actors and actresses who are generally more attractive and well dressed than in other mediums, and who are almost certainly more alluring than the show’s viewers. With the exception of The Young and the Restless, which is filmed in High Definition, soaps also tend to have lower visual quality than primetime television programs, mostly due to their smaller budgets and faster production times.Soaps in Prime Time TVDuring the 1980s, primetime serials were a large part of television viewing. Shows such asDallas, Knots Landing, Dynasty, and Falcon Crest all aired to adoring fans. These shows tended to focus more on bu siness conflicts and wealthy families. Their sets were extravagant and the actors dressed to the hilt. When filmed on location, viewers could count on beautiful locales to lure them in. Today, prime time soaps including Desperate Housewives, Ugly Betty and ER are equally as alluring, but much less flashy.Soaps Odd and EndsSoap actors are some of the most skilled actors, as the amount of material they need to memorize and the hours they spend on camera are relentless. Shooting a soap opera often requires plenty of improvisation and quick thinking by the actors. In addition, blocking (the way an actor faces a camera) is slightly unconventional and is contrary to how humans would normally interact. Because their faces are often shown close-up to reveal the emotions relevant to the story, actors may have to tilt their bodies in an unnatural manner, which can be rather challenging.The ending of a scene in which an actor is shown delivering a staggering line or leaving us with a telltale expressive face is called a â€Å"tag.† In the industry, a soap actor is proud when he or she is awarded with a tag.The â€Å"rooms† on a soap set are often dark and rich in color, with stained walls and leather furniture to portray a sense of wealth. It is also common to find grand floral displays, glittering chandeliers, crystal accessories, and a myriad of other fine furnishings on set.

Torture and Terrorism in the Modern World

Torture is the act of inflicting severe pain to force someone to do or say something. It has been used against prisoners-of-war, suspected insurgents, and political prisoners for hundreds of years. In the 1970s and 1980s, governments began to identify a specific form of violence called terrorism and to identify prisoners as terrorists. This is when the history of torture and terrorism begins. While many countries practice torture against political prisoners, only some name their dissidents terrorists or face potential threats from terrorism. Torture and Terrorism Around the World Governments have used systematic torture in conflicts with rebel, insurgent, or resistance groups in long-running conflicts since the 1980s. It is questionable whether these should always be called terrorism conflicts. Governments are likely to call their non-state violent opponents terrorists, but only sometimes are they clearly engaged in terrorist activity. Examples of torture used by governments around the world include the Israeli Supreme Courts License to Torture ruling, Russias use of torture techniques in the Chechnya war, and Egypts torture of both domestic and foreign terrorists. Interrogation Practices Considered to be Torture The issue of torture in relation to terrorism was raised publicly in the United States in 2004 when news of a 2002 Memorandum issued by the Justice Department for the CIA suggested that torturing Al Qaeda and Taliban detainees captured in Afghanistan might be justified to prevent further attacks on the U.S. A subsequent memo, requested by former Defense Secretary Donald Rumsfeld in 2003, similarly justified torture on detainees held at the Guantanamo Bay detention center. The UN has a clear definition of torture, as determined by a General Assembly resolution that dates to 1984. A scandal erupted in the U.S. media in 2004 when photos from the Abu Ghraib prison surfaced, proving that the American military has been engaged in some practices that break with this resolution.  It has since been proven that America uses several specific torture techniques when questioning prisoners. It was reported by The New Yorker that these techniques turned deadly at least once at the Abu Ghraib prison. Legislation Since 9/11 In the years immediately preceding the 9/11 attacks, there was no question that torture as an interrogation practice is out-of-bounds for American military personnel. In 1994, the United States passed a law prohibiting the use of torture by the American military under any circumstances. Furthermore, as a signatory, the U.S. was bound to comply with the 1949 Geneva Convention. This specifically prohibits torturing prisoners-of-war. After 9/11 and the beginning of a Global War on Terror, the Department of Justice, Department of Defense, and other offices of the Bush Administration issued a number of reports on whether aggressive detainee interrogation practices and suspending Geneva Conventions is legitimate in the current context. These documents include the 2002 Justice Departments torture memo, the 2003 Defense Department Working Group Report, and the 2006 Military Commissions Act. International Conventions Against Torture Despite ongoing debates about whether torture is justified against terrorism suspects, the world community finds torture repugnant under any circumstances. Its not a coincidence that the first of the declarations below appeared in 1948, just after the end of the Second World War. The revelation of Nazi torture and science experiments performed on German citizens in World War II produced a global abhorrence of torture conducted by any party  Ã¢â‚¬â€Ã‚  but especially sovereign states. International Conventions Against Torture1948 Universal Declaration of Human Rights1948 European Convention on Human Rights1955 Standard Minimum Rules for the Treatment of Prisoners1966 International Covenant on Civil and Political Rights1969 American Convention on Human Rights1975 World Medical Association Declaration of Tokyo1975 Declaration on the Protection of All Persons from Torture1984 Convention Against Torture Sources Bybee, Jay S., Assistant Attorney General. Memorandum for Alberto R. Gonzales Counsel to the President. Standards of Conduct for Interrogation under 18 U.S.C. 2340-2340A, Office of Legal Counsel, U.S. Department of Justice, The National Security Archive, The George Washington University, August 1, 2002, Washington, D.C. Convention against Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment. Office of the High Commissioner, United Nations Human Rights, OHCHR, December 10, 1984. Mayer, Jane. A Deadly Interrogation. The New Yorker, November 6, 2005. UN expert alarmed at Israeli Supreme Courts license to torture ruling. Office of the High Commissioner, United Nations Human Rights,  OHCHR, February 20, 2018. Wines, Michael. Chechens Tell of Torture in Russian Camp. The New York Times, February 18, 2000.