disproportionate punishments as human dignity violating punishments

disproportionate punishments as violation of human dignity

disproportionate punishments are those punishments passed or enforced without considering the criteria of proportionality, namely the criteria of harm done, the absolute or relative seriousness of crimes, the kind of committed crime and offender characteristics, the degree and kind of victim’s culpability. considering the penological aims, such as retribution, deterrence and securing social def...

Rewards and Punishments as Selective Incentives AN APEX GAME

Apex games place weak players in the formal equivalent of a multiperson prisoner's dilemma in which each weak player must choose between competing against the other weak players for the opportunity to coalesce with the strong player or cooperating with the other weak players to produce a jointly preferable outcome. Punishments, not rewards, are predicted to be effective for enforcing cooperatio...

Self-Enforcing Cooperation with Graduated Punishments∗

Case studies of self-enforcing cooperation in repeated interactions usually find that the punishments inflicted on deviators are mild to start with, and increase only if there is evidence of persistent deviation. We model this using a combination of imperfect monitoring and asymmetric information in a one-sided prisoner’s dilemma. Call the player with the temptation to cheat player B, and the o...

The Right to Protection against Cruel and Unusual Punishments

The academic plagiarism and its punishments - a review

Currently there is an increase in the occurrence of plagiarism in varied types of academic texts. Therefore, in agreement with the Brazilian Coordination of Improvement of Higher Education Personnel (CAPES) policies, Brazilian higher education institutions should establish guidelines for the detection and inhibition of academic plagiarism. However, the notion of plagiarism is extremely complex,...

Teaching with Rewards and Punishments: Reinforcement or Communication?

Teaching with evaluative feedback involves expectations about how a learner will interpret rewards and punishments. We formalize two hypotheses of how a teacher implicitly expects a learner to interpret feedback – a reward-maximizing model based on standard reinforcement learning and an action-feedback model based on research on communicative intent – and describe a virtual animal-training task...