Robert F Kennedys Rhetoric

Robert F Kennedys Rhetoric The aim of this thesis is to conduct research into a selection from Robert F. Kennedys 1968 presidential election campaign speeches, in order to outline the key features of his utterances that earned him success in inspiring masses and frightened the power structure. One of the reasons I have decided to conduct research into Robert F. Kennedys rhetoric is personal. The speech given on the assassination of Martin Luther King, Jr. has drawn my attention to Robert Kennedys unique talent as a public speaker. The other reason is driven by the fact that there is a lack of literature directly discussing the aspects of Robert F. Kennedys rhetoric. With this work I want to demonstrate that the domain of Robert F. Kennedys rhetoric is one worthy to be explored and to suggest the topic for further research. In Chapter 3, entitled Corpus Description and Evaluation I describe the events and the target audiences of the analysed public addresses. In addition I also delineate the main linguistic aspects of the particular speeches and I explain in what terms the analysed material meets the research criteria. In Chapter 4 I describe political speech as an individual genre within the domain of political discourse. I also explain from what perspective Robert Kennedys selected addresses fall under the genre of political speech. I devote Chapter 5 to Robert Kennedys biography, character study and the historico-political background of the time for several reasons. During the analysis of the core research material I lay great emphasis on the contextual meaning (Firth 1957 in Downes 1998: 371) of Robert Kennedys utterances. Therefore I want to make the reader familiar with the context and the so called member resources (Fairclough 1989) within the discourse of Robert Kennedys selected addresses. Fairclough describes these member resources as prototypes which people have in their heads and draw upon when they produce or interpret texts including their knowledge of language, representations of the natural and social worlds they inhabit, values, beliefs, assumptions, and so on. [à ¢Ã¢â€š ¬Ã‚ ¦] they are social in the sense that they have social origins they are socially generated, and their nature is dependent on the social relations and struggles out of which they were generated [à ¢Ã¢â€š ¬Ã‚ ¦] (Fairclough 1 989: 24) I regard Chapter 6 as the body of the thesis. This is the reason why its title is identical with the title of the thesis. Within this chapter I devote separate subchapters to the discourse strategies and different aspects of Robert Kennedys rhetoric. I describe the ways of addressing the target audiences, the forms of interaction between Robert Kennedy and his audiences and the methods of confrontation of the target audiences. I examine the degree of Robert Kennedys subjectivity and personal involvement in the selected addresses and I also introduce to the reader the means of persuasion applied by Robert Kennedy and his rhetorical idiosyncrasies. Chapter 6 as the most complex and most extensive unit of the thesis is intended to provide information essential for answering the research questions formulated in the following chapter. 2 Research Objectives, Hypotheses and Methodology The main objective of the analysis of Robert Kennedys selected public addresses is to point out to what degree are his discourse strategies and rhetorical devices predetermined by factors like the topics covered, the speech events and the nature of the target audiences. According to Stanley Fish there are two ways of language that have shaped the history of Western thought: on the one hand, language that faithfully reflects or reports on matters of fact uncoloured by any personal or partisan agenda or desire; and on the other hand, language that is infected by partisan agendas and desires, and therefore colours and distorts the fact which it purports to reflect. It is the use of the second kind of language that makes one a rhetorician, while adherence to the first kind makes one a seeker after truth and an objective observer of the way things are. (Fish 1989 in Richards 2008:6-7) I will analyse the discourse strategies and the rhetorical devices in Robert Kennedys selected public addresses with an additional intention to prove that in terms by Fish he is a seeker after truth and an objective observer of the way things are. During the writing process I will concentrate my effort on answering the following research questions: Are the discourse strategies and rhetorical devices predetermined by the topic rendered by the speaker? Are the discourse strategies and rhetorical devices predetermined by the speech event and the nature of the target audience? I would like to build my hypothesis on Hallidays statement that all language functions in contexts of situation and is relatable to those contexts. The question is not what peculiarities of vocabulary, or grammar or pronunciation can be directly accounted for by reference to the situation. It is which kinds of situational factor determine which kinds of selection in the linguistic system. (Halliday 2009: 94) Through my research I will attempt to prove that Robert Kennedys rhetorical devices and discourse strategies in his selected utterances are predetermined by situational factors like the topic, the speech event and the nature of the target audience. I hereby underline that I will analyse the contextual meaning (Firth 1957 in Downes 1998) of Robert Kennedys utterances in order to substantiate my theory of predetermination. From the methodological perspective, I subject the research material to a qualitative political discourse analysis. I will conduct a critical reading of the transcripts of the selected public speeches and simultaneously listen to the audio recordings of the addresses in order to outline also those aspects of Robert Kennedys utterances which cannot be exposed only through the analysis of their transcripts. These are especially the paralinguistic features, like the tone of voice, intonation, gestures etc. The audio recordings will help me to clarify ambiguous situations where the question what is said? will not allow for any adequate judgements. In order to avoid lengthy repetitions of the titles of the selected speeches I have decided to deploy an indexing method. Therefore I will further refer to the University of Kansas address as Speech A, to the Remarks on the Assassination of Martin Luther King as Speech B and to the Cleveland City Club address as Speech C. Through the research I will refer to Robert Francis Kennedy as Robert Kennedy or RFK. The core research material has been selected according to the following research criteria: public speeches with a classical rhetorical organizational pattern public speeches delivered to target audiences of different nature addresses with various speech events addresses with various topics of moral values utterances free of partisan agendas In my work I predominantly rely on the following literature: The factual information for Robert Kennedys biography, character study and the historico-political background of the time I retrieve from Robert Kennedy and his Times (1985) written by Arthur M. Schlesinger, Jr. and from RFK: His Life and Death (1968) written by Jay Jacobs. The book RFK: Collected Speeches (1993) edited and introduced by Edwin O. Guthman and C. Richard Allen contains valuable information about the events and the context of the selected public addresses. The theoretical knowledge for the analysis of the discourse strategies and rhetorical devices in Robert F. Kennedys selected public addresses I gain from the following works: Language and Power (1989) by Norman Fairclough is an especially useful source for critical discourse analysis as it contains several demonstrations of discourse analysis in practice. I use his model for the interpretation of the utterance meaning in the analysed material from the position of the analyst. I draw on his conception of the member resources within a discourse, which justifies my decision to introduce to the reader the historico-political context of the analysed material and some biographical facts about Robert F. Kennedy. Meaning in Interaction: an Introduction to Pragmatics (1995) by Jenny Thomas provides me with the theoretical knowledge to decipher the illocutionary forces and the implicit meanings of Robert Kennedys particular utterances. Through the analysis of the selected addresses in Chapter 6 I rely on her model of interpreting illocutionary forces to understand the meaning of Robert Kennedys utterances depending on their context. Language and Society (2009) by M.A.K. Halliday (edited by Jonathan J. Webster) furnishes me with the conceptions of the field, tenor and mode of the discourse, which allows me to identify, what is linguistically important in a given utterance in relation to its context. I build my hypotheses on Hallidays theory that external factors determine the individuals selections in the linguistic system. Through the whole analysis of the selected addresses in Chapter 6 I rely on the above theory to identify to what degree are Robert Kennedys utterances predetermined from a linguistic perspective by factors, like the topic rendered, the speech events and the nature of the target audiences. 3 Corpus Description and Evaluation The analysed resource material of this thesis consists of a selection of three significant speeches of Robert F. Kennedys public addresses during his 1968 presidential campaign. Namely, in chronological order, the speech from March 18th, given at the University of Kansas, the Remarks on the Assassination of Martin Luther King from April 4th, delivered in Indianapolis and the Remarks on the Mindless Menace of Violence in America, delivered at the Cleveland City Club on April 5th. I would like to start the corpus description with some quantitative statistics about the analysed material. The most extensive of the texts in subject is the University of Kansas address which consists of 3942 words and 17 386 characters without spaces, the second text, which is the transcript of remarks on Martin Luther Kings assassination is composed of 618 words, counting 2653 characters without spaces and the last one, the Cleveland City Club address comprises 1080 words and 4700 characters without spaces. In the following pages of this chapter I will describe the analysed texts individually. My description will predominantly focus on the context behind the public addresses, including a portrayal of the setting and the occasion. At the end of the chapter I will also explain the reasons for integrating these particular speeches into the research. The University of Kansas address (further referred to as Speech A, in abbreviated form: SA) was delivered by Robert F. Kennedy just two days after the announcement of his candidacy for the President of the United States. It was the second real public speech of his freshly started campaign. He came to Kansas with doubts about his popularity, since the state was largely rural with a conservative majority, where he, as a liberal and a critic of the military efforts in Vietnam, could not expect much affability. (Kennedy and Guthman and Allen, 1993: 323) To his and his staffs surprise, their warm reception at the campuses disproved their assumptions. With twenty thousand people present, Robert Kennedy drew the largest crowd in campus history. (Kennedy and Guthman and Allen, 1993: 327) He came to the university to talk to young people, the group of citizens his campaign program predominantly aimed at. The purpose of his speech was to express his viewpoint towards the situation within the c ountry and towards the War in Vietnam, to inform and confront his audience with the problems the country was facing and to persuade them to vote for him in the election. As usual when talking to young people he began his address with his famous self-deprecating humour to set a friendly atmosphere and create a positive relationship with the target audience before he moved on to sensitive topics. The points of his argument lined up in the following order: the polarization and violence within the country, the alarming conditions of poverty in certain areas of the country and the progress of the War in Vietnam. The way Robert Kennedy renders the above mentioned issues is descriptive, with linear organisation of the topics covered. The style of addressing his audience could be characterised as direct, confrontational and contemplative. Robert Kennedys interaction with the target audience is most noticeable in this address. This speech is argumentative and demonstrates a high degree of RFKs personal involvement as he frequently asserts his own beliefs, demands and opinion. The persuasive strategy through argument dominates the address. The Remarks on the Assassination of Martin Luther King (further referred to as Speech B, in abbreviated form: SB) was delivered in Indianapolis in the evening of April 4th 1968. RFK was heading for Indianapolis to give a speech to a mostly black American community in the city ghetto as a part of the rally. Before boarding the plane he was told that Martin Luther King had been shot in Memphis, Tennessee. Right after their plane landed he was informed that Martin Luther King had died of the injury. The crowd had been gathering for the rally in the ghetto for one hour before Robert Kennedy arrived. They were already fired up, albeit they could not have heard any official news about the assassination. Some of them were armed and violent. Robert Kennedy was advised by the police representatives not to go there, because they would not be able to defend him if mob violence broke out. RFK decided to face the danger and talk to his audience, thus taking up the unpleasant role to be the first to inform them about the death of Martin Luther King. Robert Kennedys words were meant from his heart. He alluded to the assassination of his brother. He alleviated the tension and literally tranquilized the audience. He asked the people to seek peace in their faith as a tribute to Martin Luther Kings legacy. On this occasion RFK spoke to an audience of mostly black people from the ghetto of the city. His tone of voice was moderate. Every single word of his utterance showed empathy and his personal involvement in the issue. He used simple, but at the same time delicate language and short sentences built up from sophisticated words. He managed to draw the audiences attention to terms like love, wisdom, understanding and compassion toward one another. His purpose was to shift the attitude of the crowd, to move and inspire them. He applied persuasion through emotions and through his own character. The style of the address is lyrical and emotional, obviously determined by the tragic event. This speech was built up solely from Robert Kennedys own words. It was delivered without a written template, only from the memory of RFKs own notes. For this reason this address shows several traits of extemporaneousness. As a reaction to Martin Luther Kings assassination the whole country was in flames that night, there were violent demonstrations, riots and boycotts initiated by African-American communities for revenge. In Indianapolis there were no significant protests registered. The Cleveland City Club Address (further referred to as Speech C, in abbreviated form: SC), was delivered by Robert Kennedy in Cleveland, Ohio on 5th April 1968. After the Indianapolis speech on Kings assassination, RFK cancelled his oncoming campaign appearances. (Kennedy and Guthman and Allen 1993: 358) However he was persuaded by some African-American community leaders to keep his address, scheduled for the next day at the Cleveland City Club and to make it a plea for ending the violence. (Kennedy and Guthman and Allen 1993: 358) RFK addressed his speech to a crowd of mostly white executives at the City Club. As usual, he conveyed his message in a moderate, soft tone of voice. The primary purpose of the speech was to express his concern about the violence in the country and to put the reasons for this growing violence in the country into focus. The overall organisation of the topics is associative. The content of the speech is confrontational and contemplative. The beginning and closing paragraphs are built up from merely simple sentences, while the core of the address consists of complex philosophical units. The style of RFKs utterance is emotive for he attempted to persuade the target audience through emotions and through his own reasoning. This is the most lyrical address of the given selection with numerous examples of figurative language. My decision to include in the research exactly these three public speeches of Robert F. Kennedy during his 1968 presidential campaign was determined by several factors. During the process of selection I took into consideration the previously formed research hypotheses. This approach directed me to choose speeches which adequately demonstrate to what extent were the rhetorical devices used predetermined by the target audience, the speech event and the topics covered in them. My first criterion was to select speeches that are organized according to the classical rhetorical pattern, that include introduction, argumentation and conclusion. Since all of the selected speeches are built on this pattern, they evidently meet the first criterion. The second criterion for the selection was the target audiences character. My firm intention was to analyse several of RFKs public addresses delivered to audiences of a different nature. With the given selection I managed to adhere to the plan. The speech at the University of Kansas was delivered to students, a community of young people the predominant target group of Robert Kennedys campaign. The remarks on the assassination of Martin Luther King addressed mostly black uneducated ghetto people of various age groups. The Cleveland City Club speech was given in front of mainly white executives of a higher social class. The above brief descriptions of the target audiences of the selected speeches indicate substantial heterogeneity from social perspective. The size differences between the audiences are also remarkable, with the University of Kansas crowd as the largest and the Cleveland City Club attendees as the smallest. The third criterion for the selection was the event of the particular speeches. Here I also attempted to seek variability in order to provide more objective evaluations of the rhetorical devices determined by the event of the utterance. The University of Kansas speech was an ordinary political speech during Robert Kennedys campaign rally. He covered the main points of his program: the divisions, the poverty and the War in Vietnam. He explained why he was running for the presidency and asked for the audiences support. The speech on Kings assassination was most affected by the occasion. Robert Kennedy could not deliver his pre-prepared speech instead he transformed the appearance into an honest tribute to Martin Luther Kings memory and legacy. The third speech, the Cleveland City Club address was still influenced by the happenings from the day before. Robert Kennedy again had to reformulate his initial message. Although he spoke about issues also included in his campaign proclamation, one can scarcely call his address an ordinary campaign speech. Not once he did mention his candidacy nor did he ask for any support directly. Briefly we can summarise the speech events as follows: an ordinary campaign rally at a university campus, an extemporaneous tribute to the legacy of an assassinated public leader in a city ghetto and a plea for reconciliation and non-violence in front of an audience of distinguished executives. The fourth and the most important criterion for the selection was the content of the individual speeches. Hereby I admit a relatively higher degree of subjectivity, since in this case the criterion was considerably conditioned by my own interpretation of the messages. I attempted to choose those addresses from Robert Kennedys 1968 campaign speeches which most of all prove the extraordinary phenomena of his rhetoric. The University of Kansas speech was selected for his involvement, objectivity and for the emphasis of moral obligation over material values. The lyricism and spiritualism and the calming effect of the carefully chosen words in the Remarks on the Assassination of Martin Luther King were all factors of great importance that determined my choice for this piece of rhetoric. The Cleveland City Club address is remarkable for Robert Kennedys concern about humanity. It is an emotive call for peace and reconciliation of mankind. I chose this utterance in addition to its many uniq ue qualities especially for the philosophic thoughts and prophetic words it communicates, which more than forty years later still appear to be relevant. The fifth criterion was to select speeches that are free of any partisan agendas and manifestations. Robert Kennedy in the selected addresses does not enforce any programs or any political ideologies he rather draws his audiences attention to the real conditions in the country which affect them all. Nonetheless he categorically distinguishes himself from hiding the truth in illusions and empty promises. I was lead by the above assumptions during the selection of the core research material. I hope the fact that the selected speeches evidently meet all the criteria defined justifies my choice.

I Stand Here Ironing

These events had to do with Email's father align out on them, Emily having to go to daycare In her early years, and also self esteem Issues from not looking Like the other girls In school. The central Idea In this story seems to be the mother's search of an understanding of her daughter's personality and outlook on life. The majority of the story Is the mother trying to depict reasons for why her daughter is the way she is, so delicate, reserved, needless, and even unhappy at times.She seems to also defend her parenting choices by making excuses or blaming the urges of others in order to not have all the blame on her. She peaks about how she had no other option but to put her in the care of someone else at the age of two, even though she knew the teacher was â€Å"evil† (Peg. 925). â€Å"It was the only place there was†¦ The only way I could hold a Job† (peg. 925). The main conflict in the story is internal, the mother vs.. Herself. I would also say there is a slig ht conflict of Emily vs.. Herself and an external conflict of the mother vs..Emily. The mother defiantly had and internal conflict within herself with her decisions and how things could have been done differently while raising her daughter. The conflict reface real early in the story, when the mother goes to say, â€Å"Or will I be engulfed with all that I did or did not do, with what should have been and what cannot be helped. † (peg. 924) During the story the mother expresses regrets and seems to be, in a way, tormented by her parenting decisions because she can easily recall every moment in Emily childhood.Clearly the mother had a deep love and concern for her daughter. In the end, the mother's conflict within herself is resolved. She states, † Let her be. There is still enough to live by†¦ Only help her to know-that she Is more Han this dress on the ironing board, helpless before the Iron† (Peggy). The mother has decided that what has been done cannot be changed, and does not want to spend any more time dwelling on It. Just let her be, she will be fine. The conflict of the mother vs.. Resell and the central Idea of the mother trying to explain why her daughter Is the way she Is are both related In that they are both based on how the mother has raised her daughter. I enjoyed this story; I think the mother shouldn't be so hard on herself because parenting Is not a skill that can be mastered to perfection. I Stand Here Ironing By sensationalism Tillie Olsen. In the story, a mother of a nineteen-year-old girl named Emily is ironing some clothes, as she is pondering a recent message she received from one of Emily The mother begins to think back to the very beginning of Emily life.She starts stating all the various events that took place in Emily life that could have played a role in why Emily is the way she is now. These events had to do with Emily father walking out on them, Emily having to go to daycare in her early years, and also sel f esteem issues from not looking like the other girls in school. The central idea in personality and outlook on life. The majority of the story is the mother trying to depict Let her be. There is still enough to live by†¦Only help her to know-that she is more than this dress on the ironing board, helpless before the iron† (Peggy). The mother spend any more time dwelling on it. Just let her be, she will be fine. The mother vs.. Herself and the central idea of the mother trying to explain why her daughter is the way she is are both related in that they are both based on how the mother has raised her daughter. I enjoyed this story; I think the mother shouldn't be so hard on herself because parenting is not a skill that can be mastered to I Stand Here Ironing These events had to do with Email's father align out on them, Emily having to go to daycare In her early years, and also self esteem Issues from not looking Like the other girls In school. The central Idea In this story seems to be the mother's search of an understanding of her daughter's personality and outlook on life. The majority of the story Is the mother trying to depict reasons for why her daughter is the way she is, so delicate, reserved, needless, and even unhappy at times.She seems to also defend her parenting choices by making excuses or blaming the urges of others in order to not have all the blame on her. She peaks about how she had no other option but to put her in the care of someone else at the age of two, even though she knew the teacher was â€Å"evil† (Peg. 925). â€Å"It was the only place there was†¦ The only way I could hold a Job† (peg. 925). The main conflict in the story is internal, the mother vs.. Herself. I would also say there is a slig ht conflict of Emily vs.. Herself and an external conflict of the mother vs..Emily. The mother defiantly had and internal conflict within herself with her decisions and how things could have been done differently while raising her daughter. The conflict reface real early in the story, when the mother goes to say, â€Å"Or will I be engulfed with all that I did or did not do, with what should have been and what cannot be helped. † (peg. 924) During the story the mother expresses regrets and seems to be, in a way, tormented by her parenting decisions because she can easily recall every moment in Emily childhood.Clearly the mother had a deep love and concern for her daughter. In the end, the mother's conflict within herself is resolved. She states, † Let her be. There is still enough to live by†¦ Only help her to know-that she Is more Han this dress on the ironing board, helpless before the Iron† (Peggy). The mother has decided that what has been done cannot be changed, and does not want to spend any more time dwelling on It. Just let her be, she will be fine. The conflict of the mother vs.. Resell and the central Idea of the mother trying to explain why her daughter Is the way she Is are both related In that they are both based on how the mother has raised her daughter. I enjoyed this story; I think the mother shouldn't be so hard on herself because parenting Is not a skill that can be mastered to perfection. I Stand Here Ironing By sensationalism Tillie Olsen. In the story, a mother of a nineteen-year-old girl named Emily is ironing some clothes, as she is pondering a recent message she received from one of Emily The mother begins to think back to the very beginning of Emily life.She starts stating all the various events that took place in Emily life that could have played a role in why Emily is the way she is now. These events had to do with Emily father walking out on them, Emily having to go to daycare in her early years, and also sel f esteem issues from not looking like the other girls in school. The central idea in personality and outlook on life. The majority of the story is the mother trying to depict Let her be. There is still enough to live by†¦Only help her to know-that she is more than this dress on the ironing board, helpless before the iron† (Peggy). The mother spend any more time dwelling on it. Just let her be, she will be fine. The mother vs.. Herself and the central idea of the mother trying to explain why her daughter is the way she is are both related in that they are both based on how the mother has raised her daughter. I enjoyed this story; I think the mother shouldn't be so hard on herself because parenting is not a skill that can be mastered to

Human Trafficking: A Transnational Problem Essay

Human trafficking is the world’s oldest form of slavery. Since biblical times, men, women and children have been sold across borders into slavery. Human trafficking today is a growing business. Human rights groups estimate that the number of modern slaves exceeds that of the Atlantic slave trade in the eighteenth and nineteenth centuries (ProQuest Staff). In the modern world, globalization has made it easier to mobilize these victimized individuals. Human trafficking is a recognized problem worldwide that is brought on for various reasons and the methods to end trafficking have, thus far, fallen short. First, it is important to understand precisely what human trafficking is. According to Diaz, human trafficking is as follows: â€Å"the recruitment, transportation, transfer, harboring or receipt of persons, by means of threat or use of force or other forms of coercion, of abduction, of fraud, of deception, of the abuse of power or of a position of vulnerability or of the giving or receiving of payments or benefits to achieve the consent of a person having control over another person, for the purpose of exploitation. Exploitation shall include, at a minimum,†¦ the prostitution of others or other forms of sexual exploitation, forced labor or services, slavery or practices similar to slavery, servitude or the removal of organs (UN, 2000, art. 3).† While it seems unlikely that here in the 21st century slavery still exists, it is a growing concern. In fact, it has grown to â€Å"epidemic† proportions as the forces of globalization have made human trafficking a highly profitable and virtually risk-free enterprise (Kara). While exact statistics are elusive due to human trafficking’s clandestine nature, the U.N. reported that 2.4 million people worldwide are victims of human trafficking (ProQuest Staff). Internationally, about 600,000 to 800,000 people are trafficked each year. In the US alone, 14,500 to 17,500 people are trafficked annually. Of all trafficked, half are children and approximately seventy-five percent are women. And of all females trafficked, seventy percent are trafficked for sexual purposes (Hodge). In the United States, victims were identified from more than 40 different countries of origin spanning the globe (Hodge). Whether for commercial sex, construction, domestic work, carpet weaving, agriculture, tea and coffee, shrimp, fish, minerals, dimensional stones, gems, or numerous other industries investigated, human trafficking touches almost every sector of the globalized economy in a way it never has before (Kara). Moreover, just behind the drug and arms trade, human trafficking is estimated to be the second highest source of revenue for criminals(Hodge). Of all forms of slavery, sex slavery is one of the most exploitative and lucrative with some 200,000 sex slaves worldwide bringing their slaveholders an annual profit of $10.5 billion (Leuchtag). â€Å"Trafficking in persons† is primarily understood as the movement of persons across international boundaries for a variety of forms of exploitation. The crime of trafficking, of course, is not essentially about the movement of the person but about the exploitation. Trafficking is the denial of freedom (Goodson). Regardless of the trafficker/trafficking industry, they each share three common practices: Acquisition of persons, movement of said persons and the exploitation of said persons (Kara). Acquisition is completed in a variety of ways, but the common thread between them is deceit. The first method for enticing potential victims is through false-front agencies. These consist of elaborate organizations that promise work and help to those who seek it (Hodge). However, they do not intend on giving these services. Instead, they trap these women and children into a binding contract. Usually something along the lines of â€Å"you live here, you do as I say.† This is to say that they are promised jobs like an au pair or secretary, but instead they are forced to sell themselves to cover expenses. The victims are then forced into prostitution or forced labor (Zoba). The next method of acquisition is through the means of local sex industries. That is to say, women currently involved in harmless sexual careers of their own volition are offered a new position. They are told this position will be a promotion but turns out torturous. Now, they are forced in prostitution. Thirdly, traffickers target destitute, downtrodden families when acquiring new bodies. Here, the traffickers simply promise the families a better future. Often times they will get parents to surrender their children by telling them they will bring them to America for a prosperous future. This is never the case, however. Instead, they take these poor, naà ¯ve individuals across national borders. Then, the traffickers force them into prostitution, forced labor or another form of exploitation. Similarly, traffickers will resort to the extreme to keep their market flowing. That is to say traffickers will flat out abduct individuals. No false agencies or open ended lies. The traffickers flat-out steal these individuals from their respective homes and traffic them, continuously, worldwide (Hodge). Typically, trafficked persons are transferred from place to place. The United States, Germany, and Italy are the top three destination countries, with the Netherlands and Japan close behind. It is noted that most destination countries are developed nations. Also, the victims are sent to â€Å"transit countries†, such as Mexico, to make it easier to get them across national borders of the aforementioned destination countries (Zoba).This is both to maximize profit by keeping a constant, fresh supply of women as well as to keep the victims disoriented. While in transit and on the job, those trafficked are exploited incessantly. Most frequently, the individuals are forced to sell themselves with little to no compensation. Slave exploiters often re-sell trafficked slaves to new exploiters. If the slaves do not escape, their cycle of exploitation may never end. Even if they do escape, they often return to the same conditions of poverty or vulnerability that led to their initial enslavement, resulting in one or more instances of re-trafficking (Kara). For those sold into sexual trafficking, they are forced into malicious sexual acts. During this â€Å"career†, the individuals have little say as to what types of sexual acts they are willing to do. If they are to refuse, they may be raped or their pimps or â€Å"owners† would beat or threaten them. This does not end there. Pimps will threaten to harm the prostitute’s family if she becomes unmanageable. Even more so, women may be beaten, stabbed or possibly murdered. Pimps will continue violence to keep them in line, to exert their dominance and humiliate these women, whenever they deem necessary (Hodge). As a result, the average life span of a prostitute is 34-years old and the career has the second highest homicide rate, just behind liquor store workers (Benetts). The women and children that received the deplorable treatment suffer greatly. Injuries are common amongst the victims but negative psychological effects are much more prevalent (Hodge). Often the prostitutes have drug dependencies and mental illness, along with malnutrition (Benetts). Many of the prostitutes experience shame, panic attacks, depression, low self-esteem and post-traumatic stress disorder (Hodge). The list goes on to include disease and stunted growth, often with permanent effect. Victims of sex trafficking may also face exposure to sexually transmitted diseases, including HIV/AIDS, permanent damage to reproductive organs, and, depending on the age at which they are trafficked, missed critical opportunities for social, moral and spiritual development (Birkenthal). By age thirty, these individuals are both physically and emotionally disabled (Hodge).To make matters worse, prostitutes that manage to escape human trafficking are commonly treated as criminals. In fact, for every buyer caught purchasing a prostitute, 50 prostitutes are arrested. This negative view towards the victims prevents some individuals from seeking help from law enforcement (Benetts). Human trafficking has a variety of different causes. In other words, societies have many different â€Å"push† factors that are more likely to result in more people being trafficked. In the countries of origin, trafficking is commonly caused by poverty, a lack of political, social or economic stability, a shortage of legal job opportunities, situations of oppression and armed conflict, domestic violence, lack of a family structure, gender discrimination and limited access to education. Destination countries, however, have â€Å"pull† factors that are known to cause human trafficking. These include the costs of paying legally hired workers, an increased demand for cheap labor, and a rise in the sex industry. Other factors that cause human trafficking, not particular to either the origin or destination countries, include the following: a lack of public awareness, lack of understanding of the dangers of trafficking, the high profit potential for those involved in criminal activity, the sophisticated networks formed by the traffickers, a lack of effective legislation and enforcement opposing human trafficking, global economic policies that continually exclude marginalized members of society, a lack of or faulty social protection networks and corruption of political figures or groups (Birkenthal). Human trafficking is a well-known problem in modern day. However, it is elusive. Human trafficking is rooted in criminal secrecy. Due to the minimal risk of trafficking human beings, criminals involved in drug and arms trading are beginning to look into the trafficking of humans; one of the few commodities that can be sold more than once. These criminals then form complex organized crime to get these trafficked victims from place to place. Frequently, criminals involved in trafficking will bribe corrupt public officials. Corruption enables human traffickers to operate successfully, whether through bribes to public officials or collaboration of officials with criminal networks. Officials holding key positions have used their authority to provide protection to those engaged in criminal activities by ignoring the illegal activities or blocking proposed legislation to end the illegal activity (Diaz).There have also been documented links between human trafficking and terrorism. Profits from trafficking and prostitution have been used to support terrorist groups such as al-Qaeda. In addition, terrorists use the transportation networks of smugglers and traffickers to move operatives (Birkenthal). In the globalized world, everyone must take steps to end human trafficking. The global effort to combat human trafficking is organized around prevention, prosecution, and protection. Preventing the occurrence of human trafficking as well as remedying its past harms will require a global partnership of countries and governmental/non-governmental organizations. Sending countries should be the focal point of prevention strategies. Economic development, with a special emphasis on women and girls, constitutes perhaps the best long-term approach to combating human trafficking. At the same time, there is a great need for educational outreach programs to alert individuals and communities to the tricks traffickers use and the dangers of being trafficked. Anti-human trafficking education must be offered repeatedly if it is to have lasting effect (Diaz). Equally important, trafficking must not only be universally criminalized, but traffickers must be effectively prosecuted for the crime (Birkenthal).Breaking up trafficking networks and imprisoning traffickers stops the recruitment and movement of trafficked persons. Unfortunately, it has been the most difficult of the three strategies to develop and implement. In countries with weak legal systems and corrupt police and courts, investigation of human traffickers is a rare occurrence, and conviction even rarer. Even in countries where the environment for investigation, prosecution, and conviction is favorable, the results have been disappointing (Diaz). In the United States, the national success rate in solving murder cases is about 70 percent; about 11,000 murders are solved each year. Nevertheless, the annual percentage of trafficking and slavery cases solved is less than one percent. Therefore, if 17,500 people were newly enslaved in America, the Department of Justice would only bri ng charges against merely 111 people for human trafficking and slavery (Bales). The ugliness of human trafficking dates back centuries. Even though it was agreed 150 years ago as a human civilization that slavery is unacceptable, it is more pervasive and expansive today than it was centuries ago (Kara). The forces of globalization have made human trafficking a highly profitable and virtually risk-free enterprise (Diaz). As a matter of ensuring basic human dignity and freedom, the global community must utilize every resource available to combat traffickers and slave exploiters by elevating the real risk and cost of the crime, while eliminating the immense profitability that human traffickers and slave exploiters currently enjoy (Desyallas). The persistence of human trafficking is an insult to human dignity and a denial of morality by modern civilization. The time is long overdue for the world to come together to deploy the kinds of sustained interventions required to eliminate this evil forever. Works Consulted Bales, Kevin. â€Å"Winning the fight: eradicating slavery in the modern age.† Harvard International Review 31.1 (2009): 14+. Gale Opposing Viewpoints In Context. Web. 12 Jan. 2013. Bennetts, Leslie. â€Å"The John Next Door.† Newsweek. 25 Jul 2011: n.p. SIRS Issues Researcher. Web. 11 Dec. 2012. Birkenthal, Sara. â€Å"Human trafficking: a human rights abuse with global dimensions.†Interdisciplinary Journal of Human Rights Law Annual 2011: 27+. Gale Opposing Viewpoints In Context. Web. 12 Jan. 2013. Desyllas, Moshoula Capous. â€Å"A critique of the global trafficking discourse and U.S. policy.† Journal of Sociology & Social Welfare 34.4 (2007): 57+. Gale Opposing Viewpoints In Context. Web. 12 Jan. 2013. Diaz, Mariel, et al. â€Å"Globalization and human trafficking.† Journal of Sociology & Social Welfare 34.2 (2007): 107+. Gale Opposing Viewpoints In Context. Web. 12 Jan. 2013. Goodson, Jennifer. â€Å"Sex Trafficking Threatens the United States.† Prostitution and Sex Trafficking. Ed. Louise Gerdes. Detroit: Greenhaven Press, 2006. Opposing Viewpoints. Rpt. from â€Å"Exploiting Body and Soul: Sex Trafficking Is Big Business Around the World—and the Root of That Business Is Closer to Home than You Might Think.† Sojourners 34 (Sept.-Oct. 2005): 20. Gale Opposing Viewpoints In Context. Web. 12 Jan. 2013. Hodge, David R. â€Å"Sexual Trafficking in the United States: A Domestic Problem with Transnational Dimensions.† Social work 53.2 (2008): 143-52. ProQuest Discovery. Web. 11 Dec. 2012. Kara, Siddharth. â€Å"Supply and demand: human trafficking in the global economy.†Harvard International Review 33.2 (2011): 66+. Gale Opposing Viewpoints In Context. Web. 12 Jan. 2013. Leuchtag, Alice. â€Å"Sex Slavery Must Be Eradicated.† Slavery Auriana Ojed a. San Diego: Greenhaven Press, 2004. At Issue. Rpt. from â€Å"Human Rights, Sex Trafficking, and Prostitution.† The Humanist 63 (2003): 10-16. Gale Opposing Viewpoints In Context. Web. 14 Jan. 2013. Today. Ed. ProQuest Staff. â€Å"Human Trafficking Timeline.† Leading Issues Timelines. Sept. 11 2012: n.p. SIRS Issues Researcher. Web. 09 Dec 2012. Siagian, Sandra. â€Å"Celebrity Power Boosts U.N.’s Anti-Trafficking Blitz.† Global Information Network. 27 Nov 2011: n.p. SIRS Issues Researcher.Web. 12 Jan 2013. Zoba, Wendy Murray. â€Å"Ignorance and Complacency Promote Sex Trafficking.† What are the Causes of Prostitution? Ed. Louise Gerdes. Detroit: Greenhaven Press, 2007. At Issue. Rpt. from â€Å"The Hidden Slavery.† Christianity Today 47 (Nov. 2003): 68. Gale Opposing Viewpoints In Context. Web. 12 Jan. 2013.

University of Texas at El Paso Acceptance Rate, SAT/ACT Scores

The University of Texas at El Paso is a public research university with an acceptance rate of 100%. Serving the U.S.-Mexico border region, the University of Texas at El Paso (UTEP) is an R1 research university that provides access to higher education to a diverse population. University of Texas at El Paso offers over 170 degree programs, including 74 bachelors, 74 masters, and 22 doctoral programs within nine programs and schools. UTEP is one of the lowest cost doctoral research universities in the U.S. In athletics, the UTEP Miners compete in the NCAA Division I  Conference USA. Considering applying to University of Texas at El Paso? Here are the admissions statistics you should know, including average SAT/ACT scores of admitted students. Acceptance Rate During the 2017-18 admissions cycle, University of Texas at El Paso had an acceptance rate of 100%. This means that for every 100 students who applied, 100 students were admitted, making UTEPs admissions process less selective. Admissions Statistics (2017-18) Number of Applicants 10,456 Percent Admitted 100% Percent Admitted Who Enrolled (Yield) 33% SAT Scores and Requirements The University of Texas at El Paso requires that most applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 63% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 470 570 Math 470 560 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of UTEPs admitted students fall within the  bottom 29% nationally  on the SAT. For the evidence-based reading and writing section, 50% of students admitted to the University of Texas at El Paso scored between 470 and 570, while 25% scored below 470 and 25% scored above 570. On the math section, 50% of admitted students scored between 470 and 560, while 25% scored below 470 and 25% scored above 560. Applicants with a composite SAT score of 1130 or higher will have particularly competitive chances at University of Texas at El Paso. Requirements The University of Texas at El Paso does not require the SAT writing section or SAT Subject tests. Note that UTEP requires applicants to submit all SAT scores; the admissions office does not superscore, but will consider each composite score in admissions decisions. Although SAT scores are not required for applicants who qualify under the top 10% admission standard, students are strongly encouraged to take and submit test scores to qualify for merit scholarships and financial assistance. ACT Scores and Requirements The University of Texas at El Paso requires that most applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 20% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 15 22 Math 17 23 Composite 17 22 This admissions data tells us that most of the University of Texas at El Pasos admitted students fall within the  bottom 33% nationally  on the ACT. The middle 50% of students admitted to UTEP received a composite ACT score between 17 and 22, while 25% scored above 22 and 25% scored below 17. Requirements The University of Texas Rio at El Paso does not require the ACT writing section. Note that UTEP requires applicants to submit all ACT scores; the admissions office does not superscore, but will consider each composite score in admissions decisions. Although ACT scores are not required for applicants who qualify under the top 10% admission standard, students are strongly encouraged to take and submit test scores to qualify for merit scholarships and financial assistance. GPA The University of Texas at El Paso does not provide data about admitted students high school GPAs. Self-Reported GPA/SAT/ACT Graph University of Texas at El Paso Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to University of Texas at El Paso. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in  with a free Cappex account. Admissions Chances The University of Texas at El Paso, which accepts 100% of applicants, has a less selective admissions process. If your class rank and SAT/ACT scores fall within the schools minimum requirements, you have a strong chance of being admitted. Note that first-year students graduating in the top 10% of their class from an accredited high school in Texas are offered assured admission to UTEP. In-state and out-of-state applicants who are not in the top 10% of their graduating class can qualify for admission based on their high school ranking and standardized test scores. Students who do not qualify for admission under these standards can be considered under UTEPs Reviewed Freshmen Admission or Provisional Freshmen Admission programs. In the graph above, the blue and green dots represent accepted students. You can see that the majority of successful applicants had A or B averages in high school, combined SAT scores (ERWM) of about 950 or higher and ACT composite scores of 18 or higher. Students with higher grades and test scores are almost guaranteed acceptance assuming their applications are complete and they have taken the required high school courses. If You Like the University of Texas at El Paso, You May Also Like These Schools Texas State UniversityBaylor UniversityUniversity of ArizonaUniversity of Texas - DallasArizona State University All admissions data has been sourced from the National Center for Education Statistics and University of Texas at El Paso Undergraduate Admissions Office. University of Texas at El Paso Acceptance Rate, SAT/ACT Scores The University of Texas at El Paso is a public research university with an acceptance rate of 100%. Serving the U.S.-Mexico border region, the University of Texas at El Paso (UTEP) is an R1 research university that provides access to higher education to a diverse population. University of Texas at El Paso offers over 170 degree programs, including 74 bachelors, 74 masters, and 22 doctoral programs within nine programs and schools. UTEP is one of the lowest cost doctoral research universities in the U.S. In athletics, the UTEP Miners compete in the NCAA Division I  Conference USA. Considering applying to University of Texas at El Paso? Here are the admissions statistics you should know, including average SAT/ACT scores of admitted students. Acceptance Rate During the 2017-18 admissions cycle, University of Texas at El Paso had an acceptance rate of 100%. This means that for every 100 students who applied, 100 students were admitted, making UTEPs admissions process less selective. Admissions Statistics (2017-18) Number of Applicants 10,456 Percent Admitted 100% Percent Admitted Who Enrolled (Yield) 33% SAT Scores and Requirements The University of Texas at El Paso requires that most applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 63% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 470 570 Math 470 560 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of UTEPs admitted students fall within the  bottom 29% nationally  on the SAT. For the evidence-based reading and writing section, 50% of students admitted to the University of Texas at El Paso scored between 470 and 570, while 25% scored below 470 and 25% scored above 570. On the math section, 50% of admitted students scored between 470 and 560, while 25% scored below 470 and 25% scored above 560. Applicants with a composite SAT score of 1130 or higher will have particularly competitive chances at University of Texas at El Paso. Requirements The University of Texas at El Paso does not require the SAT writing section or SAT Subject tests. Note that UTEP requires applicants to submit all SAT scores; the admissions office does not superscore, but will consider each composite score in admissions decisions. Although SAT scores are not required for applicants who qualify under the top 10% admission standard, students are strongly encouraged to take and submit test scores to qualify for merit scholarships and financial assistance. ACT Scores and Requirements The University of Texas at El Paso requires that most applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 20% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 15 22 Math 17 23 Composite 17 22 This admissions data tells us that most of the University of Texas at El Pasos admitted students fall within the  bottom 33% nationally  on the ACT. The middle 50% of students admitted to UTEP received a composite ACT score between 17 and 22, while 25% scored above 22 and 25% scored below 17. Requirements The University of Texas Rio at El Paso does not require the ACT writing section. Note that UTEP requires applicants to submit all ACT scores; the admissions office does not superscore, but will consider each composite score in admissions decisions. Although ACT scores are not required for applicants who qualify under the top 10% admission standard, students are strongly encouraged to take and submit test scores to qualify for merit scholarships and financial assistance. GPA The University of Texas at El Paso does not provide data about admitted students high school GPAs. Self-Reported GPA/SAT/ACT Graph University of Texas at El Paso Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to University of Texas at El Paso. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in  with a free Cappex account. Admissions Chances The University of Texas at El Paso, which accepts 100% of applicants, has a less selective admissions process. If your class rank and SAT/ACT scores fall within the schools minimum requirements, you have a strong chance of being admitted. Note that first-year students graduating in the top 10% of their class from an accredited high school in Texas are offered assured admission to UTEP. In-state and out-of-state applicants who are not in the top 10% of their graduating class can qualify for admission based on their high school ranking and standardized test scores. Students who do not qualify for admission under these standards can be considered under UTEPs Reviewed Freshmen Admission or Provisional Freshmen Admission programs. In the graph above, the blue and green dots represent accepted students. You can see that the majority of successful applicants had A or B averages in high school, combined SAT scores (ERWM) of about 950 or higher and ACT composite scores of 18 or higher. Students with higher grades and test scores are almost guaranteed acceptance assuming their applications are complete and they have taken the required high school courses. If You Like the University of Texas at El Paso, You May Also Like These Schools Texas State UniversityBaylor UniversityUniversity of ArizonaUniversity of Texas - DallasArizona State University All admissions data has been sourced from the National Center for Education Statistics and University of Texas at El Paso Undergraduate Admissions Office.