Rape Culture - Definition and Examples

Rape Culture s Rape culture is present in a society when rape and other forms of sexual violence are common and pervasive, when they are normalized and viewed as inevitable, and when they are trivialized by authority figures, the media and cultural products, and by the majority of members of the society. In a rape culture, the commonality and pervasive nature of sexual violence and rape is fueled by commonly held beliefs, values, and popular myths that encourage and excuse sexual violence committed by men and boys against women and girls. In this context, women and girls consistently experience intimidation and threats of sexual violence and actual sexual violence itself. Also, within a rape culture, the rape culture itself is largely unchallenged and not viewed as a problem by the majority. Sociologists recognize that rape culture is composed primarily of four things: 1. behaviors and practices, 2. the way we think about sex and rape, 3. the way we talk about sex and rape, and 4. cultural representations of sex and sexual assault. Just as whole societies can be described as rape cultures, so too can certain organizations and institutions, and types of institutions, like colleges and universities, prisons, and the military. History of the Term The term, rape culture, was popularized by feminist writers and activists in the U.S. during the 1970s. It first appeared in print in the book Rape: The First Sourcebook for Women, published in 1974, which was one of the first books to discuss rape from the standpoint of womens experiences. A film bearing the title Rape Culture premiered in 1975, and drew attention to how media and popular culture spread mainstream and erroneous beliefs about rape. Women, at the time, used this term to draw attention to the fact that rape and sexual violence were common crimes across the country- not rare or exceptional crimes committed by crazed or damaged individuals, as many believed. Elements of a Rape Culture Sociologists define culture as the values, beliefs, knowledge, behaviors, practices, and material goods that people share in common which help to unify them as a collective. Culture includes common sense beliefs, commonly held expectations and assumptions, rules, social roles, and norms. It also includes our language and how we communicate, and cultural products like music, art, film, television, and music videos, among other things. So, when sociologists consider what rape culture is, and when they study it, they look critically at all of these elements of culture and examine how they may contribute to the existence of a rape culture. Sociologists identify the following behaviors and practices, ideas, discourses, and cultural representations as part of rape culture. Others also exist. Behaviors and Practices Of course, the most consequential behaviors and practices that create a rape culture are acts of sexual assault, but there are others that also play significant roles in creating such a context. These include: Sexualized online harassment and bullyingHarassment and intimidation of, and threats made toward, women and girls, even those which are framed by the aggressor(s) as playful or a jokeDenying that rape is a widespread problemDiminishing or trivializing the trauma and violence of rape and sexual assaultVictim-blamingAccusing victims of lyingSexual objectification of women and girlsMen and boys talking/bragging about sexual assaultEquating masculinity with sexual dominanceRevenge porn, both independent of physical assault and post-assaultIgnoring the sexually violent crimes of celebritiesNeglect of untested rape kits and general non-prioritization of sexual assault among police forcesSupport for accused men and boys over concern for the welfare of victims Beliefs, Assumptions, Myths, and World Views Cultural expectation that men have to coerce women into having sex, and that women and girls want to be coercedBelief that men and boys are entitled to the bodies of women and girlsSocialization of girls that they have a duty to serve the demands of male sexualitySocialization of girls to expect sexual violence and aggressionBelief that discussion of sexual activity and affirmative consent are not sexyBelief that rape and sexual violence are the inevitable expressions of masculinityBelief that rape is an everyday occurrence that cannot be changedFear among victims and their families that they will be stigmatized and further traumatized by reporting the rapeBelief that rape is just rough sexWomen and girls provoke sexual assault with their behavior and dressIt is the responsibility of women to defend themselves and prevent rapeOnly bad men rape and only bad women are rapedThere is no such thing as intimate partner rapeWomen feel slut shame or regret after sex and cry rape Language and Discourse Language that minimizes rape and by calling it sexual intercourse, non-consensual sex, inappropriate behavior, or sexual misconductUsing terms like acquaintance rape or date rape and real rape to make false distinctions about the crime of rapeReferring to trafficked child rape victims as child prostitutes Representations of Rape in Cultural Products Rape jokes and memes that mock rapeThe use of rape as a plot point and for economic gain in film and televisionVideo games with rape scenariosSongs and music videos that glamorize sexual coercion, like Baby, Its Cold Outside and Robin Thickes Blurred Lines Notable Examples of Rape Culture One of the most notable and tragic recent examples of rape culture is the case of Brock Turner, who was convicted of three counts of sexual assault by  the State of California, after assaulting an unconscious woman on the Stanford University campus. Though the seriousness of the crimes for which Turner was convicted carried a possible sentence of up to 14 years in prison, prosecutors request six. The judge, however, sentenced Turner to just six months in county jail, of which he served just three. Media reporting on the case and popular discourse surrounding it were rife with evidence of rape culture. Turner was repeatedly depicted with a photo that showed him seated for a portrait, smiling while wearing a suit and tie, and was frequently described as a Stanford athlete. His father trivialized the brutal sexual assault his son committed in a letter to the court, referring to it as 20 minutes of action, and many, including the judge, suggested that a sentence appropriate to the crime would unjustly derail Turners athletic and academic promise. Meanwhile, the victim, never identified in court, was criticized for being intoxicated, and virtually no concern for her welfare, nor a desire for justice for the crimes perpetrated against her, were expressed in the mainstream press, by Turner, his defense team, or the sitting judge who decided the case. Other notable examples unfortunately abound, like the case of Kesha, who has been held legally obligated by a U.S. court to fulfill a record contract with her accused rapist/record producer, Dr. Luke, and the problem of heightened rates of sexual assault on college and university campuses across the U.S., as documented in the film The Hunting Ground. The election of President Donald Trump, a man repeatedly accused of sexual assault, and who has spoken frankly about sexually assaulting women- the now-infamous grab them by the p*ssy tape- is an example of how entrenched and normalized rape culture is in U.S. society. In 2017, a string of sexual assault accusations against powerful men in media, politics, and other industries has led to more and more conversations, on social media and elsewhere, about the pervasiveness of rape culture in our society.

Application Essay Personal Statement Example | Topics and Well Written Essays - 500 words

Application Essay - Personal Statement Example They were my source of encouragement and inspiration. I heeded to their advice and took my education seriously. I did excel in everything and this could at times caused envy among my peers. Some would even call me the teacher’s pet. Afterwards, I joined High School which was also a Diocese boarding school. This time I was really missing my parents at home but my father kept on promising me for good performance. Those promises motivated me so much that I had to forget missing home. My favorite discipline was business studies. I even dreamt of becoming a business consultant. My hard work paid off and I excelled well in my High school studies. Since my father owned a successful business, he supported me in applying for admission at various local and international universities. Fortunately, I got a letter of admission and enrolled for a BS in Management. I could now achieve my long-term goal of becoming a professional business administrator. I was very excited at this. Things were tough but through my zeal, determination together with a can do attitude made me work harder aiming at getting all the concepts. After four years of hard work, I managed to graduate with a BS in Management second class honors Upper Division in the year 2011.I was delighted and Dad and Mum being quite overwhelmed by my performance, they sent me to USA where I secured a job with a US based Aviation Company as an Account Leader in sales and I am currently working there. I will be enrolling for my MBA studies here at the United States of America to crown my Bachelors with advanced skills and knowledge from the studies. After I am through with my post-baccalaureate study, I will return to Indonesia and help my Father to expand his business activities, instill to its management high business administration skills and techniques. i will also register and open a business consultation company, that will provide the

Research proposal about special education Major P.H.D program

About special education Major P.H.D program - Research Proposal Example For this purpose, the researcher has formulated the research aim and objectives that have been stated below: The research aims to state the importance of special education at the PhD level along with highlighting its importance in creating a difference in the society by supporting and guiding students with special needs. For this purpose, few research objectives have been designed stated below. The literature review is aimed to present an understanding over the literature written in the context of special education highlighting its relevance and importance along with its benefits in the social environment. The idea is form an understanding that will help in gaining knowledge about special education along with its worth and importance as adding value in the personal and professional setups. Special education is meant for students with special needs covering individual differences in a systematic manner. It involves individually or group planned objectives, teaching procedures and useful and innovative interventions designed to help students to attain higher level of understanding leading to self sufficiency (Swan, Morgan, 1993). Special education can be offered within a school, college or community with the prime motive of paying focus on special needs of students. Special needs may include challenges with learning, physical disabilities, emotional and mental disorders and developmental disorders. Education can be offered to anyone using classroom setting or sharing of knowledge. However, special education demands more of a systematic and compassionate approach as students’ special needs often reduce their ability to learn independently and thus thwarting their progress in the learning phase (Goodman, 1990). Special education requires more of a compassionate app roach that cannot be offered in a general classroom setting. With social stigma attached with special education, it is

Japanese Comfort Women Essay Example for Free

Japanese Comfort Women Essay It is estimated that between one and two hundred thousand female sex slaves were forced to deliver sexual services to Japanese soldiers, both before and during World War II. These women were known as comfort women and the Imperial Conference, which was composed of the emperor, representatives from the armed forces and the main Cabinet ministers, approved their use by Japanese soldiers. Walkom) The term comfort women refers to the victims of a premeditated systematic plan originated and implemented by the government of Japan to enslave women considered inferior and subject them to repeated mass rapes, said Michael D. Hausefeld, one of over 35 lawyers in his firm representing the former sexual prisoners in a class action lawsuit currently pending against the Japanese government. (Eddy) Since ancient times, prostitutes in Japan chose to sell their bodies either for family, poverty, or for saving her husband and her children. More or less, their sacrifices were seen as positive. But, being forced to become comfort woman by Japanese is seen as negative. The difference between the Japanese prostitutes and comfort women is that the comfort women did not choose to be trapped as a sex slave and they were not paid for what they did. In 1931, when the Japanese army invaded Manchuria, â€Å"comfort houses† made their first appearances. These comfort houses were created to provide the Japanese soldiers with outlets for their sexual needs. In the beginning, there were only a few comfort houses but after the Nanjin Massacre occurred in 1937, many more were added, basically to every place that the Japanese were stationed. (Walkom) After the Japanese soldiers slaughtered thousands of Chinese people in the Nanjin Massacre, they barbarically raped an insurmountable number of women. As a result, anti-Japanese sentiments grew and it became harder to fully occupy these lands. The government set up comfort houses to decrease disorder and give the approximately two million soldiers a place to satisfy their sexual needs. The Japanese did not have enough prostitutes to supply the needs of the soldiers so they commissioned civilians to develop comfort houses. At the time, only a small percentage of Japanese women were mobilized to â€Å"work† in comfort houses and they were all prostitutes to begin with. The majority of the comfort women were actually Korean women, who were forcibly taken from Korea to service the needs of the Japanese soldiers. After the war, the Japanese government destroyed all evidence of their involvement in Japanese comfort houses, enforcing that commercial businessmen were responsible for the movement of women. Many of the comfort women were kidnapped or deceived into voluntarily working in comfort houses. Once they were there, they were trapped and forced into prostitution. Some women reported that Japanese agents offered them good jobs or education. Others were told that each family in the village had to donate a daughter to the war effort. Many others were offered food, shelter and factory jobs. The Japanese also kidnapped young, unmarried girls when they had a shortage of comfort women. The ages of the girls in the comfort houses ranged from 15 to 19, with the minority exception of some younger girls and some older, married women. The girls were transported between military bases like cargo, under heavy guard in army trucks, trains, ship and bus. They were forced to lose their virginity before arriving at the bases to prepare them for having sexual intercourse with tens of soldiers every day. Many women contemplated death after this, as they believed their virginity to be more precious than life. (Henson) When living in the comfort houses, the comfort women lived in fear and desperation. They were unable to leave, as they were heavily guarded. Each day, they were penetrated by as many as 50 soldiers, until they were sore and bloated to the point of not being able to open their legs. If they were infected with a sexually transmitted disease, they received injections known as Injection 606. If infected enough times, they lost their fertility. In Japan, infected women were killed. Their food was mixed with cyanide, their bodies taken to a cave and finally, the cave was blown up with a grenade. The comfort houses made money off these women and it is believed that the Japanese government paid them, as most of the soldiers paid by coupons. As soon as the war was finished, the Japanese Imperialist guards disappeared without trace. Most comfort women describe the experience this way, Suddenly, the soldiers came no more, and upon asking we found that the war had ended. In other regions, as the Japanese committed â€Å"harikari, the women were forced to do the same. In extreme cases, the women were put in a cave and blown up. After the war, many of the comfort women were too sick to be moved and were taken under the care of the American army. Most of the women were left with no place to go, as they were in a strange country with no money, and were too humiliated to go home. According to one comfort woman, my bodys wasted, therefore I do not dare go home in fear of being ignored and looked down upon. Even after the war ended, the comfort women were not free. Their guilty minds and inferiority complexes kept them from returning home and they stayed in foreign countries. The small amount that married, were often forced to separate after the fact that they were comfort women was known, or they were divorced because they could not have children. The victims are still suffering the pain physically and psychologically. More than half of them could not get pregnant, and most of them have chronicle diseases. Furthermore, the psychological impact on these women made them felt themselves dirty, ashamed that they disgraced themselves and isolated themselves from others. They are either afraid of getting married, or unable to ask for any commitment from their lovers. For those who got married, their marriage was unstable and unhappy due to their past. Some thought that they must have done something evil in their previous life that they have to be punished in this life. (Hicks) They go to tempos to chant sutras, to confess, to pursue liberation, and they even commit suicide. Although the period of time they spent at the Japanese military base was a small part of their life, what they had experienced caused an incurable impact on their health, marriage, mind, and social adaptation. Although the Japanese government continues to deny or minimize their involvement with comfort women, their defense is unraveling. A conference on Japanese Crimes Against Humanity: Sexual Slavery and Forced Labor was held last year, in which Japanese researchers delivered papers which claimed that the Japanese military, the rest of the government, and Japanese industry were all involved in the decision to provide sex slaves for the countrys soldiers. (Chunghee) Japanese historian Hirofumi Hayashi said: The establishment and development of the military comfort women system as not only carried out by the total involvement of every section of the military but also by administrative machinery at every level of the Japanese state In addition, we should not overlook that Japanese companies were their accomplices. (Chunghee) Researchers from the Center for Research and Documentation of Japans War Responsibilities in Yokohama showed that Japanese rubber companies were under government contra ct to supply 20 million condoms a year to armed forces once the decision had been made to provide sex slaves to the soldiers. Rumiko Nishino wrote that high-ranking adjutants commissioned by Cabinet and sub-Cabinet-level government officials implemented the distribution of the condoms. The availability of condoms to the general population became almost nil. (Chunghee) Last year, the Japanese appeals court overturned an earlier ruling that orders the government to compensate women who were forced to serve as sex slaves during World War II. Both sides had appealed that ruling. The plaintiffs because they thought the compensation was too small, and the government because they refused to pay. Duke) In deciding in favor of the government, the Hiroshima High Court said abducting women to use them as forced laborers and sex slaves was not a serious constitutional violation. Tokyo has admitted that its wartime army had set up brothels, and forced thousands of Koreans, Filipinos, Dutch and Chinese to serve as prostitutes, but it has refused to compensate these victims. Historians say as many as 200,000 women were f orced into sexual slavery during World War II.

Odyssey :: essays research papers

1. Does the Odysseus of these books seem different in character from the Odysseus of Books V – XII? If so, why? In the books 5 to 12 Odysseus’ character does not really undergo any transitions from one facet to another. Odysseus still carries the same attributes and traits right through to the end of the story. It is, however, evident in book 22, when Odysseus takes his revenge upon the suitors, that we see a totally different side to Odysseus’ character. Both these two points will be addressed in this answer. At the beginning of the Epic, Odysseus is presented as a very brave and heroic man who often thinks about his home, wife and son. He is a character that loves story telling, which also includes lying with the greatest of ease. Odysseus â€Å"the man of many resources† never changes in his ways throughout the rest of the Epic, as he remains constant to all his former attributes. In this way it is obvious that Odysseus is a very stable hero who acts and thinks in the same manner always, much like any human. However, there is a twist to this debate, as in Book 22 when he fights the suitors and prevails we do see a very different side to the character of Odysseus. In this book, Homer presents Odysseus to us as a very ruthless and un-forgiving character one who has everything set on destroying all he can. Odysseus could basically be described as heartless. We see this in particular when Odysseus â€Å"stuck Leodes full in the neck.† Leodes had submitted to Odysseus yet he was blessed with no hope of recognition as Odysseus had already decided upon the suitor’s fate. This is quite a change in the way that Odysseus is portrayed in all the other

Judgement in “Sonny’s Blues” and “Cathredral

The short story â€Å"Sonny’s Blues† written By James Baldwin is a story of two brothers who come to understand each other. The story begins and takes place in Harlem, New York City, where the narrator, whose name isn’t mentioned at all in the literature, is a teacher at a local high school, as he is on his way to work then reads on a newspaper that his younger brother, Sonny, who he hasn’t seen or spoke to in a while, has been arrested for possession and use of heroin.Throughout the story, he depicts Sonny as this troubled some young man, who never had any sense of direction towards what he wanted to do with his life or what he wanted to become. He viewed him as a product of the system, because as children growing up; Harlem, was basically a dark whole, full of malice, drugs, and corruption. After his short stint in jail, the narrator then welcomes his younger brother to stay with him and his wife for the time being. While Sonny’s stay at his older brother’s house, he then explains to him his constant struggles in life and why everything was so different for him as he was growing up.He tells him that no one ever really listened to what he wanted to pursue in life, and how he wanted to be this Jazz musician, but everyone just believed it was a phase. The narrator still didn’t really understand where Sonny was coming from. Until Sonny, one night invited him over to a local jazz bar, where everyone knows and respects him, to go watch him and his buddies play some music. It is then, as Sonny and the band is on stage, he begins to watch his younger brother struggle with the music.He watches his entire brother’s struggles come pouring out as he plays, and then he finally realizes who Sonny is and what he’s made of. In the short story, â€Å"Cathedral† written by Raymond Carver, similar to â€Å"Sonny’s Blues† the narrator of the story’s name isn’t given. The setting tak es place in Connecticut, where the death of a blind man’s wife, gets him to visit an old employee of his. The narrator who is the husband of the woman who use to work for the blind man, isn’t fond of him staying at their house.As the story moves along, the reader can see how the husband is ignorant, in the fact that he frequently keeps stating to himself how he doesn’t understand how someone can fall in love with a person who is blind, until after eating supper and his wife went off upstairs to get dressed. They both sit in the living room, and the husband invites Robert to smoke a joint. While flicking through channels, they finally leave something, they are willing to bare. It’s a show on different types of cathedrals around the world. The husband then asks Robert, if he has any idea or imagination of what an actual cathedral looks like.Robert says no, and he wants the husband to explain. The narrator has a life-changing moment, while trying to tell Rob ert what a cathedral looks like. The narrator, as he first trying to explain what the cathedral looks like, struggles for the words. However, upon Robert’s encouragement, the narrator loosens up, when the blind man asks him to go grab a piece of paper and pen so they can both draw this cathedral together. This is a close personal connection and intimate moment of communication for the narrator, and it impacts him greatly.The narrator is able to connect with Robert, and this is the moment where the narrator can put aside his insecurities and actually interact with someone else. People always have different views on different people, places or things. In my opinion I believe everyone should be open to meeting new people, giving people chances, or even be more open minded to different situations, because you can learn a lot from something or somebody else. For example the understanding of the older brother towards Sonny’s struggles in â€Å"Sonny’s Blues† an d the connection the narrator in â€Å"Cathedral† had with the blind man.

Modernist Architecture During The 19th Century - 1459 Words

Modernist architecture emerged in the late 19th century, as a response to rapid changes in technology which created new perceptions of time and space. Some of the features of modern architecture included the extensive use of modern materials like glass and steel, the rejection of history and a simplification of forms by the reduction of ornament. One of the first modernist architects was Louis Sullivan, who coined the phrase ‘Form Follows Function’. To Sullivan this meant the elimination of ornament so that the architecture was an expression of purpose, designing buildings inside out allowing the structure to dictate the form and appearance. Sullivan influenced many architects such as Frank Lloyd Wright and Adolf Loos, who were also pioneers of modernist architecture. Loos in particular was against excessive ornament and his text Ornament and Crime (1898) became significant for the modern movement. Although Loos’ minimalist style deferred from most of his contemporaries, particularly those of the Viennese Succession, he shared similar ideas with Charles Rene Mackintosh regarding ornament. Subsequently Loos went on to influence numerous architects, one of them being Le Corbusier. Loos being the common thread, I will examine his Goldman Salatsch Building (1909) comparing it to Sullivan’s Wainwright Building (1890), Mackintosh’s Glasgow School of Art (1897–1909) and Le Corbusier’s Villa Jeanneret and Villa La Roche (1923). Each architect shared the same philosophiesShow MoreRelatedThe Modernism Movement Essay1133 Words   |  5 PagesModernism started as a movement around late 19th and 20th centuries. It rejected the conventional forms of art, architecture, literature, religious faith, social organisation and everyday life as they felt it was incompatible with the new economical, social and political conditions that was emerging at that period of time. 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