Academic literature on the topic 'Virtual murder'

The article is devoted to the problem of destructive cyber influence. The objects of the study are “death groups” calling on young people to commit suicide, as well as the “Columbine communities,” which are associated with acts of aggression and murder in educational institutions. The problem of virtual youth communities of destructive type is presented from the positions of philosophical, anthropological, existential, and axiological analysis.

Interactive Narrative often involves dialogue with virtual dramatic characters. In this paper we compare two kinds of models of character style: one based on models derived from the Big Five theory personality, and the other derived from a corpus-based method applied to characters and films from the IMSDb archive. We apply these models to character utterances for a pilot narrative-based outdoor augmented reality game called Murder in the Arboretum. We use an objective quantitative metric to estimate the quality of a character model, with the aim of predicting model quality without perceptual experiments. We show that corpus-based character models derived from individual characters are often more detailed and specific than personality based models, but that there is a strong correlation between personality judgments of original character dialogue and personality judgments of utterances generated for Murder in the Arboretum that use the derived character models.

This study analyzed the movie <Serenity> which is storytelling in the form of a mixture of virtual world and reality world using digital games as the central material of movies. This study analyzed how digital games interact with a person's real-world, virtual world, and the possible world to change individuals. This film deals with the discourse of game phobia in our society and reveals the murder process of a boy in a world that overlaps reality and virtual reality. The main space in the movie, Plymouth Island, is a world in a virtual reality game. On the other hand, the scene in which the boy Patrick, the developer and player of the game, appears is a story from the real world. In the real world, the boy is isolated as a victim of violence, and he lives in an unsafe environment. However, the virtual world in the game Patrick created is a world that satisfies the needs of safety, social relationships, recognition, and self-actualization. The boy kills his stepfather who threatens his survival in the virtual world and dreams of a new possible world because living in the virtual world rather than the real world is the only way to be real. The film talks that the absence of an adult who should play a role in the process of a young boy's growth and a violent environment that hinders his holistic growth is a more fundamental problem than a violent game experience. The audience will have a new perception of the game after experiencing the story world that intersects from the fictional reality of a movie to the virtual world of the game and back to reality.

This essay discusses the three poems that Yeats titled with dates, ‘September 1913’, ‘Easter 1916’, and ‘Nineteen Hundred and Nineteen’, in the context of ongoing centenary commemorations of the period of Irish decolonization. It does so by juxtaposing the historical function of dating and commemorating with the virtual possibility of encounters that never quite happened, establishing a trajectory through Yeats's poems that runs from James Connolly's not meeting Rosa Luxemburg to Paul Celan's commemoration of her murder in the 1919 Spartacist uprising in a poem from the late volume Schneepart. Drawing on Jacques Derrida's reading of Celan and the date, the essay uses this constellation of possibilities to reflect on the stakes of a commemoration that entertains possibility rather than closing off the past.

The web site mouchette.org is animated by the persona of Mouchette, an on-line identity created by an anonymous artist. The interview presented here sets out the artist's purposes in creating Mouchette and the understanding of on-line experience underlying the work shown on the site.

This study aims to determine and analyze environmental law enforcement in criminal acts of forest destruction during the Covid-19 pandemic. The approach method used is normative juridical research. The results of the study show that although the Covid-19 pandemic period is also very influential, the law enforcement process must still be carried out. One of the policies adopted by using teleconference technology. Not all trials are held virtually, the judge chooses and determines which cases can be carried out via video conference. For cases that are easy to prove, such as narcotics arresting hands, carrying sharp weapons and others. But for cases such as cases of fraud, murder and others held face to face. Virtual hearings are more suitable for reading indictments or charges. Meanwhile, the examination of witnesses is carried out face-to-face.

AbstractThis paper reviews three competing ways of organizing health care delivery—professionalism, consumerism and statism—and explores how Germany’s exclusively statist model facilitated the ascendency of an alternative Nazi medical ethics predicated on eugenic conceptions of national “race hygiene.” The primary obligation of health care personnel became using their skills and knowledge to achieve the aims of the Nazi state, which justified forcible eugenic sterilization programs, and then the killing of children and adults with mental or physical disabilities and, eventually, the medicalized mass murder of other groups seen to pose a genetic threat to the health of the state, such as homosexuals, Jews, and Roma. The evolving international response to these medical crimes would come to affect medical professional approaches to virtually every issue in contemporary Bioethics, from abortion to xenotransplantation. In the early post-war years, news of German health care professionals’ participation in these actions shocked fellow health care professionals. Many denied these accounts, some defended German researchers, others dismissed the Germans’ justifications of their actions as madness parading as medicine or medical ethics. Ultimately, however, reformers seeking to remedy or prevent actions reminiscent of Nazi medicine created the foundational documents of modern health care professional ethics and the new field of Bioethics. These are the Nuremberg Code, the Declaration of Geneva, and the Belmont Report. In firmly rejecting Nazi medical ethics, these documents emphasize the rights of autonomous individuals, with health professionals serving as their agents, thus cementing modern ideals of health care professionalism.

Police brutality has a long history of causing havoc in the Black community. The impact of police brutality on Black men has been intensified during the coronavirus pandemic when the world witnessed George Floyd's murder on video by a white male police officer. This state of affairs caused international outrage and protest that has highlighted how Black men have been disproportionately impacted by police brutality and placed at risk for contracting COVID-19. As university professors and administrators, the authors are constantly concerned about how police brutality impacts Black men under their tutelage on a college campus. The authors argue what must be addressed is the never-ending racial pandemic continues to plague the Black community, especially men. Higher education environments are critical components of the Black community, especially in producing an educated Black male population. This chapter offers solutions to support Black males against the racial pandemic.

The whisper of COVID-19 floated through schools like a wind blowing in the midst of a late winter day. A harbinger of something remote seemed so far away from everyday life, yet imminently chilling and foreboding. Spring 2020 erupted into distinct intersections: COVID-19 and the murder of George Floyd. What began as a highly anticipated sense of renewal morphed into living life in a bubble of surrealism in the midst of a national shutdown. Americans became astounded witnesses to the disruption, and at times destruction, of their lives and livelihoods, signifying a modern-day time of trials and tribulations. No time in recent history has tested the fortitude of so many. Yet, this time has also presented an opportunity to determine who educators are and who they will become. The uncertainty as a result of the shutdown of the education system, its transformation, and re-launch has driven educators to reevaluate their future roles.

Opening with an instruction issued just days after the Fadda trial by Italy’s Minister of Justice about ‘emotional management’ of legal spaces, the book’s conclusion reinforces the notion of courts of law as emergent emotional arenas in Liberal Italy. Although the court is the most concrete of emotional arenas to be explored by this book, the conclusion returns to the ways in which documents brought together by the prosecution’s investigation provided the historiographical means to extend the notion outward to less exceptional elements of life, love, and death in 1870s Italy. These rich sources not only shone light on unfamiliar aspects of Italian social history, they illuminated historical processes of emotional encounter, negotiation, navigation, experiment, management, and evolution, within a range of distinctive social spaces, mostly real, but some imagined or virtual. A brief epilogue summarizes what is known of the fates of the three accused in the trial for Giovanni Fadda’s murder.

Abstract Drawing in part on new biographical discoveries about Anscombe, this chapter argues that Anscombe’s work in moral philosophy was driven by her concern to recover the absolute moral prohibition on murder, and the virtue of justice as the appropriate basis for it. Oxford moral philosophy made the mistake of giving priority to abstract moral theorising over the most fundamental moral convictions. Anscombe, following the wisdom of great philosophical and religious traditions, recognised that the prohibition against killing innocent people as a requirement of natural justice is a prerequisite for legitimate theorising about morality. She thus attacked what she took to be the naïve, frivolous, and/or degenerate moral theorising of the Oxford moral philosophers.

This chapter lists some of the author's favorite noir villains, from Gregory Anton in 1944's Gaslight to Julian Wilde from Lured (1947). It explores the enduring appeal of these villains, as these characters are a significant presence in crime dramas. In such films the villains have to be wicked, but they also have to make that wickedness interesting. Whether by being singular in some way, or by virtue of fine acting, or because what they do is so despicable, they offend even those who might ordinarily root for the scoundrel. However, as the chapter shows, some of them can simply impress the audience with their roguish charm or sharp-toothed wit.

This chapter opens with a treatment of two of the cardinal virtues - fortitude and justice - virtues which have particular relevance for the prince. It suggests that, just as the good prince is obliged to be virtuous, so the tyrant is defined by his lack of respect for the virtues and moderation. It investigates John’s account of tyranny in detail, looking at his grounds for validating tyrannicide. It situates John’s political theories in their context of production by looking his presentation of three contemporary political events - the reign of King Stephen, the activities of Frederick Barbarossa, and the exile and subsequent murder of Thomas Becket.

In Aotearoa New Zealand, as a consequence of colonisation, generations of Māori have been alienated from both their language and culture. This project harnessed an artistic re-consideration of pūrākau (traditional stories) such that previously fractured or erased stories relating to Māui-tikitiki-a-Taranga were orchestrated into a coherent narrative network. Storytelling is not the same as reading a story aloud or reciting a piece from memory. It also differs from performed drama, although it shares certain characteristics with all of these art forms. As a storyteller I look into the eyes of the audience and we both construct a virtual world. Together the listener and the teller compose the tale. The storyteller uses voice, pause and gesture; a listener, from the first moment, absorbs, reacts and co-creates. For each, the pūrākau is unique. Its story images differ. The experience can be profound, exercising thinking and emotional transformation. In the design of 14 episodes of the Māui narrative, connections were made between imagery, sound and the resonance of traditional, oral storytelling. The resulting Māui pūrākau, functions not only to revive the beauty of te reo Māori, but also to resurface traditional values that lie embedded within these ancient stories. The presentation contributes to knowledge through three distinct points. First, it supports language revitilisation by employing ancient words, phrases and karakia that are heard. Thus, we encounter language expressed not in its neutral written form, but in relation to tone, pause, rhythm, pronunciation and context. Second, it connects the Māui narratives into a cohesive whole. In doing this it also uses whakapapa to make connections and to provide meaning and chronology both within and between the episodes. Third, it elevates the pūrākau beyond the level of simple children’s stories. The inclusion of karakia reinforces that these incantations are in fact sacred texts. Rich in ancient language they give us glimspes into ancient epistemologies. Appreciating this elevated state, we can understand how these pūrākau dealt with complex human and societal issues including abortion, rape, incest, murder, love, challenging traditional hierarchies, the power of women, and the sacredness of knowledge and ritual. Finally, the presentation considers both in theory and practice, the process of intergenerational bowdlerisation.

"Humanity has known (forced displacement) as one of the inhuman phenomena, and international law considers it a war crime, and the forcibly displaced area is subjected to various types of psychological, physical, cultural and ethnic torture. Khanaqin has been subjected to more displacement compared to the rest of Iraq's cities, and forced displacement is a systematic practice carried out by governments or armed groups intolerant towards groups that differ from them in religion, sect, nationalism, belief, politics, or race, with the aim of evacuating lands and replacing groups other population instead. Forced displacement is either direct, i.e. forcibly removing residents from their areas of residence, or indirect, such as using means of intimidation, persecution, and sometimes murder. This phenomenon varies in the causes and motives that depend on conflicts and wars, and greed, as well as dependence on cruelty in dealing and a tendency to brutality and barbarism. With regard to forced displacement in Iraq before the year 2003 AD, it was a systematic phenomenon according to a presidential law away from punishment, and it does not constitute a crime, as evidenced by the absence of any legal text referring to it in the Iraqi Penal Code, but after the year 2003 AD, criminal judgments were issued against the perpetrators of forced displacement. For the period between 17/7/1967 to 1/5/2003 CE, displacement cases were considered a terrorist crime, and consideration of them would be the jurisdiction of the Iraqi Central Criminal Court. The deportations from the city of Khanaqin were included in the forced displacement, by forcibly transferring the civilian population from the area to which they belong and reside to a second area that differs culturally and socially from the city from which they left. Al-Anbar governorate identified a new home for the displaced residents of Khanaqin, first, and then some of the southern governorates. We find other cases of forced displacement, for example, what happened to the Faili Kurds. They were expelled by a presidential decision, and the decision stated: (They were transferred to Nakra Salman, and then they were deported to Iran). These cases of deportation or displacement have led to the emergence of psychological effects on the displaced, resulting from the feeling of persecution and cultural extermination of the traditions of these people, and the obliteration of their national identity, behavior and practices. After the year 2003 AD, the so-called office for the return of property appeared, and there was a headquarters in every governorate, Except in Diyala governorate, there were two offices, the first for the entire governorate, and the second for Khanaqin district alone, and this indicates the extent of injustice, displacement, deportation, tyranny, and extermination that this city was subjected to. The crimes of forced displacement differ from one case to another according to their causes, origins, goals and causes - as we mentioned - but there are expansive reasons, so that this reason is limited to greed, behavior, cruelty, brutality and barbarism. But if these ideas are impure and adopted by extremists, then they cause calamity, inequality and discrimination, forcing the owners of the land to leave. In modern times, the crime of forced displacement has accompanied colonial campaigns to control other countries, so that displacement has become part of the customs of war, whether in conflicts external or internal. Forced displacement has been criminalized and transformed from an acceptable means of war to a means that is legally and internationally rejected by virtue of international law in the twentieth century, especially after the emergence of the United Nations charter in 1945 AD And the two Additional Protocols attached to the Geneva Conventions of 1977 AD, as well as declarations, , conventions and international conferences that included explicit legal texts criminalizing forced displacement as a universal principle of genocide. My approach in this study is a field-analytical approach, as I present official data and documents issued by the competent authorities and higher government agencies before the year 2003 AD, and indicate the coordinates and modalities of the process of displacement and deportation, as well as an interview with the families of the displaced, taking some information and how to coexist with their new imposed situation. forcibly on them."

Aim/Purpose: This paper provides the results of the preliminary analysis of the findings of an ongoing study that seeks to examine the social media use, cultural and political awareness, civic engagement, issue prioritization, and social activism of Gen Z students enrolled at four different institutional types located in the Mid-Atlantic region of the United States. The aim of this study is to look at the group as a whole as well as compare findings across populations. The institutional types under consideration include a mid-sized majority serving or otherwise referred to as a traditionally white institution (TWI) located in a small coastal city on the Atlantic Ocean, a small Historically Black University (HBCU) located in a rural area, a large community college located in a county that is a mixture of rural and suburban and which sits on the border of Maryland and Pennsylvania, and graduating high school students enrolled in career and technical education (CTE) programs in a large urban area. This exploration is purposed to examine the behaviors and expectations of Gen Z students within a representative American region during a time of tremendous turmoil and civil unrest in the United States. Background: Over 74 million strong, Gen Z makes up almost one-quarter of the U.S. population. They already outnumber any current living generation and are the first true digital natives. Born after 1996 and through 2012, they are known for their short attention spans and heightened ability to multi-task. Raised in the age of the smart phone, they have been tethered to digital devices from a young age with most having the preponderance of their childhood milestones commemorated online. Often called Zoomers, they are more racially and ethnically diverse than any previous generation and are on track to be the most well-educated generation in history. Gen Zers in the United States have been found in the research to be progressive and pro-government and viewing increasing racial and ethnic diversity as positive change. Finally, they are less likely to hold xenophobic beliefs such as the notion of American exceptionalism and superiority that have been popular with by prior generations. The United States has been in a period of social and civil unrest in recent years with concerns over systematic racism, rampant inequalities, political polarization, xenophobia, police violence, sexual assault and harassment, and the growing epidemic of gun violence. Anxieties stirred by the COVID-19 pandemic further compounded these issues resulting in a powder keg explosion occurring throughout the summer of 2020 and leading well into 2021. As a result, the United States has deteriorated significantly in the Civil Unrest Index falling from 91st to 34th. The vitriol, polarization, protests, murders, and shootings have all occurred during Gen Z’s formative years, and the limited research available indicates that it has shaped their values and political views. Methodology: The Mid-Atlantic region is a portion of the United States that exists as the overlap between the northeastern and southeastern portions of the country. It includes the nation’s capital, as well as large urban centers, small cities, suburbs, and rural enclaves. It is one of the most socially, economically, racially, and culturally diverse parts of the United States and is often referred to as the “typically American region.” An electronic survey was administered to students from 2019 through 2021 attending a high school dual enrollment program, a minority serving institution, a majority serving institution, and a community college all located within the larger mid-Atlantic region. The survey included a combination of multiple response, Likert scaled, dichotomous, open ended, and ordinal questions. It was developed in the Survey Monkey system and reviewed by several content and methodological experts in order to examine bias, vagueness, or potential semantic problems. Finally, the survey was pilot tested prior to implementation in order to explore the efficacy of the research methodology. It was then modified accordingly prior to widespread distribution to potential participants. The surveys were administered to students enrolled in classes taught by the authors all of whom are educators. Participation was voluntary, optional, and anonymous. Over 800 individuals completed the survey with just over 700 usable results, after partial completes and the responses of individuals outside of the 18-24 age range were removed. Findings: Participants in this study overwhelmingly were users of social media. In descending order, YouTube, Instagram, Snapchat, Twitter, Facebook, Pinterest, WhatsApp, LinkedIn and Tik Tok were the most popular social media services reported as being used. When volume of use was considered, Instagram, Snapchat, YouTube and Twitter were the most cited with most participants reporting using Instagram and Snapchat multiple times a day. When asked to select which social media service they would use if forced to choose just one, the number one choice was YouTube followed by Instagram and Snapchat. Additionally, more than half of participants responded that they have uploaded a video to a video sharing site such as YouTube or Tik Tok. When asked about their familiarity with different technologies, participants overwhelmingly responded that they are “very familiar” with smart phones, searching the Web, social media, and email. About half the respondents said that they were “very familiar” with common computer applications such as the Microsoft Office Suite or Google Suite with another third saying that they were “somewhat familiar.” When asked about Learning Management Systems (LMS) like Blackboard, Course Compass, Canvas, Edmodo, Moodle, Course Sites, Google Classroom, Mindtap, Schoology, Absorb, D2L, itslearning, Otus, PowerSchool, or WizIQ, only 43% said they were “very familiar” with 31% responding that they were “somewhat familiar.” Finally, about half the students were either “very” or “somewhat” familiar with operating systems such as Windows. A few preferences with respect to technology in the teaching and learning process were explored in the survey. Most students (85%) responded that they want course announcements and reminders sent to their phones, 76% expect their courses to incorporate the use of technology, 71% want their courses to have course websites, and 71% said that they would rather watch a video than read a book chapter. When asked to consider the future, over 81% or respondents reported that technology will play a major role in their future career. Most participants considered themselves “informed” or “well informed” about current events although few considered themselves “very informed” or “well informed” about politics. When asked how they get their news, the most common forum reported for getting news and information about current events and politics was social media with 81% of respondents reporting. Gen Z is known to be an engaged generation and the participants in this study were not an exception. As such, it came as no surprise to discover that, in the past year more than 78% of respondents had educated friends or family about an important social or political issue, about half (48%) had donated to a cause of importance to them, more than a quarter (26%) had participated in a march or rally, and a quarter (26%) had actively boycotted a product or company. Further, about 37% consider themselves to be a social activist with another 41% responding that aren’t sure if they would consider themselves an activist and only 22% saying that they would not consider themselves an activist. When asked what issues were important to them, the most frequently cited were Black Lives Matter (75%), human trafficking (68%), sexual assault/harassment/Me Too (66.49%), gun violence (65.82%), women’s rights (65.15%), climate change (55.4%), immigration reform/deferred action for childhood arrivals (DACA) (48.8%), and LGBTQ+ rights (47.39%). When the schools were compared, there were only minor differences in social media use with the high school students indicating slightly more use of Tik Tok than the other participants. All groups were virtually equal when it came to how informed they perceived themselves about current events and politics. Consensus among groups existed with respect to how they get their news, and the community college and high school students were slightly more likely to have participated in a march, protest, or rally in the last 12 months than the university students. The community college and high school students were also slightly more likely to consider themselves social activists than the participants from either of the universities. When the importance of the issues was considered, significant differences based on institutional type were noted. Black Lives Matter (BLM) was identified as important by the largest portion of students attending the HBCU followed by the community college students and high school students. Less than half of the students attending the TWI considered BLM an important issue. Human trafficking was cited as important by a higher percentage of students attending the HBCU and urban high school than at the suburban and rural community college or the TWI. Sexual assault was considered important by the majority of students at all the schools with the percentage a bit smaller from the majority serving institution. About two thirds of the students at the high school, community college, and HBCU considered gun violence important versus about half the students at the majority serving institution. Women’s rights were reported as being important by more of the high school and HBCU participants than the community college or TWI. Climate change was considered important by about half the students at all schools with a slightly smaller portion reporting out the HBCU. Immigration reform/DACA was reported as important by half the high school, community college, and HBCU participants with only a third of the students from the majority serving institution citing it as an important issue. With respect to LGBTQ rights approximately half of the high school and community college participants cited it as important, 44.53% of the HBCU students, and only about a quarter of the students attending the majority serving institution. Contribution and Conclusion: This paper provides a timely investigation into the mindset of generation Z students living in the United States during a period of heightened civic unrest. This insight is useful to educators who should be informed about the generation of students that is currently populating higher education. The findings of this study are consistent with public opinion polls by Pew Research Center. According to the findings, the Gen Z students participating in this study are heavy users of multiple social media, expect technology to be integrated into teaching and learning, anticipate a future career where technology will play an important role, informed about current and political events, use social media as their main source for getting news and information, and fairly engaged in social activism. When institutional type was compared the students from the university with the more affluent and less diverse population were less likely to find social justice issues important than the other groups. Recommendations for Practitioners: During disruptive and contentious times, it is negligent to think that the abounding issues plaguing society are not important to our students. Gauging the issues of importance and levels of civic engagement provides us crucial information towards understanding the attitudes of students. Further, knowing how our students gain information, their social media usage, as well as how informed they are about current events and political issues can be used to more effectively communicate and educate. Recommendations for Researchers: As social media continues to proliferate daily life and become a vital means of news and information gathering, additional studies such as the one presented here are needed. Additionally, in other countries facing similarly turbulent times, measuring student interest, awareness, and engagement is highly informative. Impact on Society: During a highly contentious period replete with a large volume of civil unrest and compounded by a global pandemic, understanding the behaviors and attitudes of students can help us as higher education faculty be more attuned when it comes to the design and delivery of curriculum. Future Research This presentation presents preliminary findings. Data is still being collected and much more extensive statistical analyses will be performed.