Bibliography: Torture (page 6 of 9)

This annotated bibliography is reformatted and customized for the Positive Universe: On Torture website.  Some of the authors featured on this page include David J. Kavanagh, Michael F. Watts, Marie Battiste, Jacquelyn Chagnon, Chronicle of Higher Education, Myrna Ann Adkins, Piyush Swami, Lorraine A. Strasheim, Nina K. Thomas, and Laurie S. Wiseberg.

Battiste, Marie (1977). Cultural Transmission and Survival in Contemporary Micmac Society, Indian Historian. The Micmacs of Canada have only had a couple of hundred years of contact with the white man and although at first glance their reserves appear acculturated, they are distinct cultural and linguistic entities who have survived the tortures, rigors, and challenges of Christianity and civilization. Descriptors: American Indians, Canada Natives, Cultural Background, History

Scoble, Harry M.; Wiseberg, Laurie S. (1976). Amnesty International: Evaluating Effectiveness in the Human Rights Arena, Intellect. Describes Amnesty International, an organization formed in order to change the sociopolitical environment so that elites will have to act in a predetermined prohuman rights manner in all situations. The issues of torture and political repression were addressed in different nations, which practice the detention of political prisoners. Descriptors: Civil Liberties, Global Approach, Government Role, International Law

Eastburn, Mark (2006). A Test That Isn't Torture: A Field-Tested Performance-Based Assessment, Learning Languages. This article discusses the author's use of a performance-based evaluation in his fifth grade Spanish class in a K-5 public elementary school located in Princeton, New Jersey. The author realized the need to break the old testing paradigm and discover a new way of demonstrating student language acquisition since the traditional tests did not seem to reflect his Spanish students' actual skills. The traditional tests did not measure the interpersonal and presentational modes of communication at all, and the measure of interpretive communicative ability they provided was limited to a relatively low number of vocabulary words and phrases. The performance-based evaluation that he now gives to students every October and June is a wonderful opportunity to measure and showcase each child's ability to read, listen, speak, and exchange information in Spanish. This assessment also provides a tremendous amount of evidence to document each student's progress over the course of the year. The article describes the three modes of communication–as defined by the American Council on the Teaching of Foreign Languages (ACTFL) Performance Guidelines for K-12 Learners–that are used in the performance-based assessment: the interpretive mode, the presentational mode, and the interpersonal mode. [Note: The volume number (v11) shown on the attached PDF is incorrect. The correct volume number is v12.] [More] Descriptors: Performance Based Assessment, Spanish, Grade 5, Language Acquisition

Thomas, Nina K. (2001). Coming to Terms with the Past: Lessons from War-Torn Countries. Countries are increasingly facing the question of transgenerational transmission of trauma from their previous acts of war, ethnic cleansing, and genocide. How countries choose to confront that past has significance on the future course of their society. Truth commissions have been used in many countries as a means to collect accounts of torture, murder, and abduction committed against an identified enemy. Their aim is to write an historical record of the abuses of the past through the testimony of the survivor-victims. The fear and isolation that people have experienced is often replaced by restorative justice through the dealings of these commissions. With restorative justice the victims, rather than the state, are the focus of the healing. The problem remains of being able to offer a context to survivors for processing the trauma sufficiently and to have the words to describe what has occurred. (Contains 20 references.) Descriptors: Civil Liberties, Ethnic Discrimination, Fear, Foreign Countries

Pastrana, Jill Pinkney (2007). Subtle Tortures of the Neo-liberal Age: Teachers, Students, and the Political Economy of Schooling in Chile, Journal for Critical Education Policy Studies. In the late 1970s following a military coup, Chile, with its population brutally suppressed, became the first testing ground for the changes that now define neo-liberal recommendations by international funding agencies such as the IMF and World Bank. The changes were dramatic and extensive. The population could not negotiate the terms of change. Once the basic neo-liberal economic framework was laid, the model was applied to all sectors of society–health, housing, social security, fisheries, agriculture, transportation and of course–education. This article presents a case study of the Chilean experience. Though the historical context of Chile is unique, Chile is the country where neo-liberal reform–in all of its instantiations–was first brought to fruition. Detailed examination of this legacy presents a unique opportunity for all scholars who continue to question and debate the plausibility and possibilities offered by neo-liberal policy in education. Here, the author provides a historical overview of Chile's educational legacy and discusses the characteristics of neo-liberal reforms from 1980 to 1989 as well as the legacy of neo-liberal reforms in Chile. [More] Descriptors: Foreign Countries, Educational Policy, Educational Change, History

Fernandez, Silvia Rodriguez (2001). Rights of the Child in Guatemala. This report to the United Nations Convention on the Rights of the Child contains observations of the World Organisation Against Torture (OMCT) concerning the application of the Convention by Guatemala. The report's introductory summary asserts that the end of armed conflict in Guatemala and the establishment of a peace process coupled with other government regulations has led to conditions in which it may be possible to strengthen legal instruments for protecting human rights and improve living conditions for Guatemalan children. The report presents observations and recommendations in the following areas: (1) definition of a child; (2) child prostitution and child trafficking; (3) torture and other cruel, inhuman, or degrading treatment or punishment; (4) street children; and (5) children in conflict with the law. The report's conclusion maintains that although Guatemala has made efforts to protect children's rights, those efforts are not as effective as they could have been had the entry into force of the Code on Children and Young People not been continually postponed. The OMCT expressed concern about the increase in the prostitution of girls and the lack of government effort to combat the trade as well as the high rate of illegal adoptions. The report concludes with a summary of observations and recommendations by the U.N. Committee on the Rights of the Child–Guatemala, in the following areas: civil rights and freedoms; family environment and alternative care; basic health and welfare; education, leisure, and cultural activities; special protection measures; and dissemination of documents from the reporting process. (Contains 54 footnotes.) [More] Descriptors: Adoption, Child Abuse, Child Advocacy, Child Safety

Chronicle of Higher Education (2004). Chronicle of Higher Education. Volume 51, Number 8, October 15, 2004. "Chronicle of Higher Education" presents an abundant source of news and information for college and university faculty members and administrators. This October 15, 2004 issue of "Chronicle of Higher Education" includes the following articles: (1) "Why Can't Young Scholars Write Their Second Books First" (Garber, Marjorie); (2) "Inadmissible Evidence: Terror, Torture, and the World Today" (Harpham, Geoffrey, Galt); (3) "Grading the Higher-Education Report Card"; (4) "Higher Education Isn't Meeting the Public's Needs" (Newman, Frank; Couturier, Lara; Scurry, Jamie); (5) "Medicine for Musicians" (Mangan, Katherine S.); (6) "65 Cuban Scholars Are Denied U.S. Visas" (Lipka, Sara); (7) "Mexico Cuts Scholarships for Studying Abroad" (Lloyd, Marion); (8) "Chili Moves Toward Voluntary Accreditation" (Ceaser, Mike); (9) "Japan Recognizes U.S. and Other Foreign Universities on Its Soil" (Brender, Alan); (10) "Controversial Harvard Scholar Gets Frosty Reception in Mexico" (LLoyd, Marion); (11) "Degrees of Separation" (Bollag, Burton); (12) "NCAA Considers Longer Football Season and More Money for Women's Sports" (Suggs, Welch); (13) "Declaring His Independence" (Lipka, Sara); (14) "Thinning the Flock of Early Birds" (Hoover, Eric); (15) "Swarthmore Students Win Court Case against Voting-Machine Company" (Young, Jeffrey R.); (16) "Federal Court Strikes down Law-Enforcement Powers Expanded by Patriot Act" (Carlson, Scott); (17) "You're Fired!" (Mcgarry, Gerald); (18) "Midtier Mojo" (Jackson, Andy); (19) "More Professors Teach by Using other Colleges' Online Courses" (Carnevale, Dan); (20) "Utah State University Scholar Faces Attacks over Assessment of CBS's Bush Memos" (Glenn, David); (21) "University of Texas System Overhauls Pay of Endowment Managers" (Strout, Erin); (22) "A Database Return" (Selingo, Jeffrey); (23) "Real Fear, Virtually Overcome" (Monaghan, Peter); (24) "The Stipend Gap" (Smallwood, Scott); and (25) "State Regents: Should They Be Elected or Appointed?" (Hebel, Sara). [More] Descriptors: Scholarships, Higher Education, Immigrants, Terrorism

Chagnon, Jacquelyn, Comp.; Rumpf, Roger, Comp. (1976). If You Want Peace, Defend Life. This booklet, prepared for the 1977 World Day of Peace, examines the growing use of torture by governments around the world. It specifically focuses on torture and imprisonment of political prisoners as systematic violations of human rights. The booklet includes: a background essay which discusses human rights in the context of U.S. foreign policy; a paraliturgy section; an essay of the technology of torture; five case studies; a study and action guide; and a resource section. Argentina, Czechosolvakia, Indonesia, Iran, and South Africa are the five countries selected for the case studies. They were chosen with these criteria in mind: severe and persistant human rights violations; geographic distribution; and relationship to the United States aid and trade policies. The study and action guide outlines the procedures for the adoption of a political prisoner and gives suggestions and ideas for ongoing discussion and action related to the prisoner. Organizations, books, periodicals, and foreign embassies concerned with human rights are listed in the resource section. Though written from a religious point of view, this booklet is appropriate for all groups concerned with human rights. Descriptors: Adult Education, Case Studies, Civil Liberties, Foreign Policy

Kavanagh, David J.; Andrade, Jackie; May, Jon (2005). Imaginary Relish and Exquisite Torture: The Elaborated Intrusion Theory of Desire, Psychological Review. The authors argue that human desire involves conscious cognition that has strong affective connotation and is potentially involved in the determination of appetitive behavior rather than being epiphenomenal to it. Intrusive thoughts about appetitive targets are triggered automatically by external or physiological cues and by cognitive associates. When intrusions elicit significant pleasure or relief, cognitive elaboration usually ensues. Elaboration competes with concurrent cognitive tasks through retrieval of target-related information and its retention in working memory. Sensory images are especially important products of intrusion and elaboration because they simulate the sensory and emotional qualities of target acquisition. Desire images are momentarily rewarding but amplify awareness of somatic and emotional deficits. Effects of desires on behavior are moderated by competing incentives, target availability, and skills. The theory provides a coherent account of existing data and suggests new directions for research and treatment. [More] Descriptors: Memory, Cues, Motivation, Cognitive Processes

Benton, Jean E., Ed.; Swami, Piyush, Ed. (2007). Creating Cultures of Peace: Pedagogical Thought and Practice. Selected Papers from the 10th Triennial World Conference (September 10-15, 2001, Madrid, Spain), World Council for Curriculum and Instruction. The 10th Triennial World Conference of the World Council for Curriculum and Instruction (WCCI) was held September 10-15, 2001 in Madrid, Spain. The theme of the conference was "Cultures of Peace." Thirty-four papers and presentations are divided into nine sections. Part I, Tributes to the Founders of WCCI, includes: (1) Tribute to Alice Miel (Louise Berman); and (2) Tribute to Maxine Dunfee (Norman Overly). Part II, Promoting Dialogue about Cultures of Peace, includes: (3) Counting All, Ignoring None: Problems and Promises for a Culture of Peace (Piyush Swami); and (4) Quality Education: Educational Personalization and Social Pertinence (Ramon Perez Juste). Part III, Reflecting on the Values, Attitudes, and Behaviors that Inspire Peaceful Social Interaction and Sharing, includes: (5) Pedagogy of the Spirit: Creating Pathways to Peace (Diane Lee); (6) Knowledge and Curriculum: Diversity and Stability (Jagdish Gundara); (7) Sources of Values and Their Influence on Teachers' Practices (Vivienne Collinson); and (8) Fostering a Culture of Peace through Education (Panna Akhani). Part IV, Exploring Reasons for Conflict, includes: (9) The Voices of Victims of Torture, the International Community, and Educating for Peace (Matin Royeen); (10) Teacher Education Students' Perceptions and Views about Equity and Discrimination in Universities in Ankara, Turkey (Hasan Huseyin Aksoy); (11) Formation of Pre-Peace Values through Social Cognition (Martina Navarro); (12) Towards the Culture of Peace and Non-Violence (Lydia Fernandes.); (13) Peace and Human Rights: A Case Study of Undergraduate Students in India (Ragini Didolkar and Panna Akhani); and (14) The Relationship between Conflict Management Styles Used by School Principals and Job Satisfaction Levels of Teachers (Ali Ilker Gumuseli). Part V, Curriculum Practice to Create Peaceful Classrooms and Schools, includes: (15) The Renaissance Group: One Institution's Response to the Principles that Support Diversity and Peace in Teacher Preparation Curricula (Shirley Stennis-Williams); (16) Cross-cultural Counseling: Problems and Prospects (Elvira Repetto); (17) Curriculum on Peace (Jean Benton); (18) The International Educational Initiatives K-12 Curriculum: A Road to Peace and Moral Leadership (Judith Johnson and Michael Higgins); (19) Research and Development of a Cooperative Learning Model of Whole School Learning Reform in Chieng Mai, Thailand (Ranumas Ma-oon); (20) The Socio-Cultural Animator and Interpersonal Mediation (Maria Angeles Hernando Sanz); (21) Enhancing the Appreciation of Pre-Service Teachers for Religious Diversity (Kathleen Conway); and (22) Managing Violent Behavior in the Secondary Schools: A European Perspective (Leslie Caul and Sandra McWilliams). Part VI, Developing Social Awareness and Conscience in Children, includes: (23) The Way of the Hero: Children's Understandings of Social Responsibility (Roxana Della Vecchia); and (24) Using Children's Literature to Promote Equity, Peace, and Universal Realization of Human Rights (Judy Leavell and Nancy Ramos-Machail). Part VII, Contributing to the Development of Peaceful Communities, includes: (25) A Story of the Peace Boat: A Strategy for Creating A Culture of Peace (Ayako Ogawa); (26) An Interprofessional Collaboration Model: Cultivating Healthy Communities (Berta Gonzalez); and (27) Teaching Strategies to Promote Collaboration with the Local Community in the Development of a Curriculum which Cultivate the Ideal of Harmonious Coexistence (Quintina Martin-Moreno Cerrillo). Part VIII, Creating Curriculum to Preserve the Balance of Nature on the Planet, includes: (28) Waste Management and Environmental Education: Some Imperatives Towards a Culture of Peace (Basilisa Camacho); (29) A Study of Environmental-relevant Components of University Science Teacher Education in Nigeria and Zimbabwe for the 21st Century (Busari Olanitemi O. Elizabeth); (30) Misconceptions Held by Elementary Education Majors Regarding Three Environmental Issues (Tahsin Khalid); and (31) Effects of Learning by Using Storyline Methods on Environmental Science Learning Achievement and Satisfaction Towards Instruction of Upper Secondary School Students (Pimpan Dachakupt and Payao Yindeesuk). Part IX, Creating New Forms of Solidarity and Communication through Technology, includes: (32) The Educational Use of International Mass Media for Teaching Peace Studies and Conflict Resolution Strategies (Wilesse Freeman Comissiong); (33) Report on Global Strategies: Bridging Education, Technology and Human Performance Divides through Digital Equity (Joyce Pittman); and (34) Learning Across the Continents: Using Internet Technology to Promote Multicultural Understandings and Communication (Jeffry Gordon and Johanna Looye). [More] Descriptors: Preservice Teacher Education, Childrens Literature, Curriculum Development, Undergraduate Students

Watts, Michael F. (2004). Telling Tales of Torture: Repositioning Young Adults' Views of Asylum Seekers, Cambridge Journal of Education. This paper explores the changing attitudes of a group of young adults towards asylum seekers in the UK. Based on the experience of sixth form students attending a workshop hosted by a former refugee from Pinochet's Chile, it argues for the importance of personal stories and their wider contexts and suggests that each is necessary to enable understanding of the other. The paper addresses the ways in which these students were enabled to confront and contest the populist anti-asylum discourse prevalent in the UK. The deconstruction of socially constructed barriers that had filtered their perceptions of communities beyond their own immediate environment was central to their shift from initial hostility through sympathy to greater understanding. This is analyzed in terms of risk. The paper concludes by acknowledging the power of the dominant discourse on asylum seekers and by suggesting that time must be made for tolerance. [More] Descriptors: Foreign Countries, Personal Narratives, Adolescents, Refugees

Adkins, Myrna Ann; Harper, Eric (2001). Tips for Teachers during Times of Trauma. This guide for teachers in times of trauma was updated after the events of September 11, 2001–the terrorist attacks on the World Trade Center and the Pentagon. These traumatic events could cause refugees to experience trauma or become re-traumatized. For many refugees, their English-as-a-Second-Language (ESL) programs are the places where they will find their primary, in-depth contact with Americans with whom they can feel safe and where they can ask questions. Teachers and administrators are grappling with how to best assist refugees, especially those from countries where war, trauma, and uncertainty are a way of life. This paper provides some tips for working with refugees in the classroom and for paying attention to the needs of teachers and others in programs and agencies who serve them. Some brief information on the experience of "crisis" is also included. Major headings in the paper include the following: "The Balance: Providing Information and Class as Usual"; "Debriefing with Teachers and Other Staff"; "Caring for Oneself"; "What is a Crisis." Also included is a list of 16 Office of Refugee Resettlement-supported treatment centers for torture victims around the United States. (KFT) [More] Descriptors: Crisis Intervention, Crisis Management, Elementary Secondary Education, Emergency Programs

Strasheim, Lorraine A. (1976). Tene Me Quia Fugi (Slave Collar). This mini-text is a series of Martial's epigrams on the slave. The epigrams deal with: slave torture, tenderness to a slave, the slave as a curiosity, flogging, the slave as property, a selling point, the slave as a person, sex and the slave, and slaves as gifts. The epigrams come with complete Latin-English vocabularies and reading notes. The material was prepared for a mini-course at Indiana University on the poet Martial and Roman daily life. Descriptors: Classical Languages, Classical Literature, Cultural Awareness, Cultural Background

Chronicle of Higher Education (2004). Chronicle of Higher Education. Volume 50, Number 39, June 4, 2004. "Chronicle of Higher Education" presents an abundant source of news and information for college and university faculty members and administrators. This June 4, 2004 issue of "Chronicle of Higher Education" includes the following articles: (1) "What Has Happened to Historical Literacy?" (Rabb, Theodore K.); (2) "Musical Redemption in Hitchcock's 'Rear Window'" (Sullivan, Jack); (3) "Genetic Science and Discrimination" (Murphy, Timothy F.); (4) "Pecked to Death" (Romano, Carlin); (5) "Colleges Must Reconstruct the Unity of Knowledge" (Gregorian, Vartan); (6) "Torture, or 'Good Old American Pornography'?" "(Brison, Susan J.); (7) "Rethinking America's Grand Strategy" (Lieber, Robert J.); (8) "Assistant Directors of the Underclass Unite" (Kahn, Robert M.); (9) "Notes from the Hiring Season" (Midler, Frank); (10) "Haunted by the Past, Part 2: How Should Administrative Search Committees Handle Negative Comments from References?" (Dowdall, Jean); (11) "Breaking up Is Hard to Do" (Bartlett, Thomas); (12) "'Very Very Little Has Been Spent to Rebuild Iraq's Shattered Colleges, Top U.S. Official Says" (Bollag, Burton); (13) "In Mexico, Science Goes Begging" (Lloyd, Marion); (14) "Rice U. Backs Away from Major Changes in Sports" (Suggs, Welch); (15) "Nobody Walks: U. of Colorado President Promises Stricter Oversight, but She Fires No One in Football Recruiting Scandal" (Jacobson, Jennifer; Suggs, Welch); (16) "It's Gettin' Hot in Here" (Farrell, Elizabeth F.); (17) "For-Profit College's Deal with Company that Claims Patent May Set a Precedent" (Carlson, Scott); (18) "New Software Uses Fake Songs to Confound Would-Be Music Traders" (Read, Brock); (19) "If You Like This Student, Click Here" (Kiernan, Vincent); (20) "Penn Does Pomp and Circumstance by Design" (Biemiller, Lawrence); (21) "Money Listens: A Maverick University Trustee Works to Meet the Needs of a Blighted Neighborhood" (Basinger, Julianne); (22) "Colleges Permit Too Many Needy Students to Drop Out, Says Report on Graduation Rates" (Burd, Stephen); (23) "A Jury of Peers" (Blumenstyk, Goldie); (24) "U. of Central Ark. Offers a Home to Prominent Journal of Southern Culture" (Monaghan, Peter); (25) "Reaching for the Ring: Tolkien Scholars Embark on a Quest for Legitimacy in Academe" (Mclemee, Scott); (26) "Pitt's Bitter Battle over Benefits" (Wilson, Robin); (27) "A Golden Production at Syracuse U." (Troop, Don); and (28) "Top Public Universities Said to Lose in Aid Plan" (Field, Kelly). [More] Descriptors: History Instruction, Higher Education, Films, Genetics

Schonveld, Ben (1995). Rights of the Child in Nepal. This report to the United Nations Committee on the Rights of the Child contains observations of the World Organisation Against Torture (OMCT) concerning the application of the U.N. Convention on the Rights of the Child by the country of Nepal. The report's introductory summary asserts that although the Nepal government's passage of the Act to Provide for Safeguarding the Interests of Children 1992 is an improvement on past legislation, OMCT is very concerned that very little of this act has actually come into force. The report then presents observations and recommendations in the following areas: (1) current legislative and de facto problems with the "chastisement" of children; (2) current problems with legislation and practice of torture; (3) concern for the treatment of mentally disturbed children; (4) practice and legislation concerning rape and the girl child; (5) serious problems concerning children in the laws to protect forests; (6) children in detention and prison; (7) concerns over sanctions against child offenders; (8) Tibetan refugees; and (9) child soldiers. The report concludes with a summary of observations and recommendations by the U.N. Committee on the Rights of the Child–Nepal, in the following areas: positive factors, factors and difficulties impeding the implementation of the convention, principal subjects of concern, and suggestions and recommendations. [More] Descriptors: Child Abuse, Child Advocacy, Child Safety, Child Welfare

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