Use Of Free Speech In Colleges - Free Essay Example

Sample details Pages: 5 Words: 1627 Downloads: 5 Date added: 2019/05/18 Category Law Essay Level High school Topics: Freedom of Speech Essay Did you like this example? Over the past couple of years, issues regarding the use of free speech and expressing it has become move apparent around the country in colleges and universities. Most college students are considered snowflakes, which means that they have been and still are spoiled and coddled by their parents. These students tend to be easily offended by words and small insults, incapable of tolerating opinions that deviate away from some politically correct belief and unwilling to engage in strong passionate debates. Don’t waste time! Our writers will create an original "Use Of Free Speech In Colleges" essay for you Create order This argument is frail and wrong in various ways, and can be offensive when considering the reality of students experiences today. While there is a substantial reason for concern about the severity of anxiety students undergo today, they are, typically, the least coddled generation of students ever. For instance, 34 percent of students at the University of Washington, are the first in their families to attend college and about a third of its in-state students come from families making less than $40,000 a year (Cauce). In addition, ethnic diversity among college students is higher than ever before. In contrast, college were once focused and meant for mainly upper-class white men, gender or class coeducation classrooms were not common in universities until the sixties or seventies. Students during those years hardly had their open-mindedness or views tested by difference, because their life was mostly confined within a homogeneous environment where there was not a need for students to deal with true socioeconomic diversity or diversity in general. Furthermore, for an average college student in this era, the pressure to succeed is high due to the cost of failure is much higher. Getting a C from a decent college will no longer automatically lead to a high-paying job in the financial sector. There is, without a doubt, some traditional perspectives when it comes to social values, besides students are not encouraged to openly express their thoughts in a manner that can be construed as stereotypical, homophobic or prejudice. In more recent years, that view has also regrettably transferred over directing conservative ideologies in general, which is an aspect society should strive to address. Moreover, institutions are typically the greatest place to witness a diverse environment ethnically, diplomatically, economically in which many attendees have or will soon encounter. They regularly live in a world of differences which was rare, if not unknown of, for college students in the past. Universities are by their very nature places for discussion and debate of controversial issues. These disputes are undeniably vital to the instructive experience and for growing citizens becoming prepared to participate in democracy. Students should be capable to evaluate a dispute and be prepared to rebuttal or negate. Critically analyzing an argument and the ability to reason for oneself is and ought to be the trademark of a higher-level education. The reason for a debate and research is to produce light, not just heat. Most individuals with an extensive variety of viewpoints visit schools and do just that. Even more common, students are revealed to numerous, conflicting perspectives on issues of present and enduring interest in class discussions, in books and articles, on class-related chat rooms and message boards, and in coffee shops and residence halls. Such passionate, reasoned debates where the goal is to win on the force of ideas, not by suppressing or drowning out opponents when there even are opponents (not everything has to be an argument) commonly occur. The polarization of recent years has made debates more difficult on topics that have become politicized, such as those related to race, gender or immigration status, but that is not a problem unique to college students. We have to look long and hard to find good examples of tough, incisive yet civil discourse across differences on such topics. Its certainly not something we often see on TV, in social media or in the national political arena. Given the broader social and political climate, it should come as no surprise then that students and members of our community can falter when they try to have healthy debates on some topics, whether inside or outside the classroom. Engagement in honest, direct dialogue across important differences is rare indeed, but its simply not fair to blame this generation of youth for the fact it seldom happens. Additionally, something often missed whenever theres coverage of a speech shouted down on campus is that those doing the shouting are often not students, faculty or staff members, but organized groups from outside the academy. Todays college students, like those of generations before them, have their own signature style born of their distinct experiences. They have grown up with a much greater appreciation for the real injury that sexism, racism, homophobia, transphobia and other forms of bigotry can inflict on others. They were taught, at home and in school, to not tolerate bullies and to report them to authorities. Some colleges have student conduct codes that explicitly prohibit abuse of others, including harassment, bullying and discrimination. Therefore, it is confusing to many students that speakers can come to campuses and engage in behaviors that students themselves would be disciplined for. There is a critical reason for including the right to free speech and expression in the very first amendment to our Constitution. It should be abundantly clear that, in recent years, some speakers come to campuses not seeking to discuss difficult topics but instead seeking to create a spectacle to advance their fame and agenda whether that is selling books or peddling a hateful ideology. Their rancorous approach, and usually their content as well, is clearly intended to provoke a reaction, not produce understanding. They seek to produce heat, not light. They are using colleges as their stages and setting us up as their foils. Indeed, being blocked from speaking is often seen by them as a victory in their efforts to portray themselves as free speech martyrs. Many of their followers try to silence others through doxing and other intimidation, with rarely a word of condemnation from the supposed heroes of free expression. Why are those who intentionally seek to generate heat, not light, allowed to speak at a university? Their messages often go against the very values of the institutions, and besides, what they have to say is readily available online. If it is a public university, the answer starts with the First Amendment and subsequent laws and court rulings. Collectively they establish that public institutions cannot discriminate based on the viewpoints expressed, no matter how repugnant. Reasonable time, manner and place restrictions and act to protect public safety can be established, but by law the school cannot do so based on the viewpoint of a speaker. However, it also goes beyond the legal obligation. Speech by people we persistently disagree with, and that is in fact hateful and repugnant, is the price people pay for democracy and to ensure their own freedom of speech. When the government is given the power to become the arbiter of what views are acceptable, then society has taken a step toward authoritarianism. There is no agreed-upon definition of what speech is hateful; Im reminded of the young man who stood in the heart of a campus with a sign saying Abortion Is a Hate Crime. As recently evidenced, some believe that the simple act of kneeling while the national anthem is played is a sign of disrespect for our country and should be banned. How does society progress and move forward? I dont pretend to have all the answers, but since I am a student it might not be surprising that the first thing, Id suggest is more education. Weve seen great emphasis on the STEM disciplines, and given their importance to our modern, technological economy, rightfully so but there has been too little emphasis placed on civic education. That leaves students and far, far too many in our society unable to answer basic questions like, What institutions must follow the First Amendment? and Why does it protect hate speech? STEM education is vital for a healthy economy. Comprehensive civics education is vital for a healthy democracy. Students need to understand their rights are worth protecting and to recognize the difference between speakers encouraging true discourse and those seeking self-promotion. Learning to recognize that difference starts with academic rigor. Faculty are trained to teach students how to investigate subjects with strong policies that question assumptions, rely on evidence, evaluate sources and equip students to assess the credibility of information and the person delivering it. Second, when there is a controversial speaker, we must find ways to add light to the discussion or, at the very least, not contribute to the heat. Shutting down speakers elevates their message and frees them from having their ideas scrutinized. Frankly, violence and mayhem only strengthen authoritarian movements. There are many, many ways to stand in opposition to a person you disagree with. As educators, we have a role in encouraging students to do so in such a way that rights are respected. To accomplish that goal, our communities can and should engage in counterprogramming, creating alternative events and gathering spaces, signaling to students that while everyone has the right to speak, our communities can come together in rejecting hateful messages. As leaders, we have the power of the bully pulpit to condemn offensive ideas even when we must also defend a speakers right to express them. What we must not do is stand silent the very reason we defend someone elses right to speak is because we must treasure and exercise our own. Educators have the opportunity to teach the next generation of leaders and citizens that more speech and more understanding are the tools with which to preserve and defend their rights.

The Film Kony 2012 and Invisible Children - 3099 Words

Introduction Kony 2012 was a film produced Invisible Children which went viral overnight. The video gained 31 million views in a single day and since has gathered almost over 99 million view on YouTube. The campaign was a 30-minute video made by filmmaker and Invisible Children co-founder Jason Russell can be considered a political documentary by traditional standards. The political documentary intended to persuade bystander viewers to hold certain beliefs about Kony, a leader of the rebel militia group the Lord’s Resistance Army in Uganda. Viewers were asked to act immediately to raise awareness through social media, local campaigns and political advocacy to capture the rebel leader who kidnapped children. While the film raised a†¦show more content†¦After WWII â€Å"political avant-garde† films flourished. These social documentaries challenged political institutions that oppressed the many for the benefit of the few and called for political change taking up causes from feminist movement to Civil rights (Benson 8). This call to action is what Grierson thought documentary films were missing. At the end of the war, the development of lightweight-synchronous-sound equipment technology allowed unique behind the scene views of political events creating cinema verità © movements from 50’s to the 70’s. Additionally, long-form social documentaries gained popularity on public television in the United States. Series such as Frontline (1883-present) revealed the public faà §ade politicians were presenting the American people by creating a national dialogue about the war on terror, public institutions, political ties to big oil by showing the backstage political action which took place (Benson 8). Technological advances are what define the new political documentary because it allows filmmakers to break away from constraints of traditional mass media, which often limits the rhetoric of political documentaries. New technology enabled quality films to be made on lower budgets that are â€Å"good enough and interest sufficiently intense that the films were shown in theater and television which provided legitimacy and visibility before quickly being released on DVD and VHS,† (BensonShow MoreRelatedAnalysis of Kony 2012 Campaign786 Words   |  4 PagesCampaign: Kony 2012 http://www.youtube.com/watch?v=Y4MnpzG5Sqc Short versions: http://www.youtube.com/watch?v=j36n8Kn_lUY http://www.youtube.com/watch?v=VWd0veKp1R0hd=1 (this may be a stronger version) 1. Why we are choosing this one: This was a very successful campaign. Most of our group had heard about the Kony campaign and have shared with more than one friend; thus it was a successful viral marketing campaign. The statistics show that 112 million people viewed this videoRead MoreEssay on The Power of the internet and Social Media2525 Words   |  11 Pages Contemporary social movements such as Arab Spring and Kony 2012 use the Internet and social media as potential tools towards change. But why are some more successful than others. This paper argues that when news outlets see the potential for change, they â€Å"premediate† (Richard Grusin) its possibilities, and make that change ever more possible in their coverage. On the other hand, extant stories that are more reactionary do not get the same amount of new exposure, and remain static. In otherRead MoreSocial Media Marketing in India10223 Words   |  41 Pagesyour sales. These provide best platform for all who are thinking of online marketing. 6. Video promotion: Use several video distribution websites for your marketing. These websites uploads your service to the whole world. All that you need to do is film a video about marketing and send it to video uploading sites like You Tube. It seems it is the easiest way of marketing than any other modes since many people will be interested in view videos rather than word form of advertisement. 7. Press Release

Re Week 6 Free Essays

Assignment 3 Prepare the EFE matrix for KKD Prepare the EFE matrix for Sturbucks Compare KKD, Dunkin Doughnuts and Starbucks STURBUCKS DUNKIN DOUGHNUTS What kind of nutrition is important? The above chart compared calories. For some people, they want less fat or sugar. Usually the items that are lower in fat tend to be higher in sugar and carbohydrates (and vise versa). We will write a custom essay sample on Re: Week 6 or any similar topic only for you Order Now Some of these foods offer no other nutritional value like fiber and protein. You need to assess what you are most concerned with. If your goal is to eat less than you burn each day, calories is your bottom line. As you can see, Starbucks is not necessarily healthier than DD, despite strategic marketing. Of all the comparisons done, Starbucks only came out on top three times. You might think that a â€Å"smoothie† is better than a â€Å"coolatta† , but the facts state otherwise. Menu Diversity between Dunkin and Sturbucks Dunkin’ is the winner simply because many of its Dunkin’ Donut stores are also paired with Baskin-Robbins ice cream stores, since Dunkin’ group also owns the Baskin-Robbins chain. But Starbucks’ has improved its menu as of late, and it is reaching to an entirely demographic than ice cream and donuts. So while Dunkin’ may win on diversity of product because of Baskin-Robbins, Starbucks probably still has the most redeeming menu from a profitability and sustainability perspective. COMPARING DUNKIN DONUTS AND KRISPY KREMES 1. Overall Customer Service Dunkin Donuts – Honestly the staff at the Dunkin Donuts location always leaves a lot to be desired, the greetings do not exist, the appreciation for choosing them to do business with does not exist and most importantly the sense of urgency to resolve customer complaints does not exist either. This is based on interaction with at least five different Dunkin Donuts employees. Krispy Kremes I have only dealt with one associate each of the three times I have been to the local Krispy Kremes location. The first occassion the associate lacked any excitement, no initial greeting in the door and no â€Å"Thanks† at the end of the trip. The second time I went in (a week later), the employee was no different than the first time I was in there, hardly anything to brag about. On my third visit the Krispy Kremes employee was a little more friendly than the two previous times, again nothing to jump up and down about. 2. In Stock Condition Dunkin Donuts – If you have not had a chance to read my â€Å"Dunkin Donuts? Doubt it† post I suggest that you do, that will clearly explain my previous six trips to Dunkin Donuts. To put it simply, they never have any donuts when we go there (see the picture below). I actuallt stopped at Dunkin Donuts today to get two Ice Coffee’s and two Fruit Blasts or whatever they are called, it’s like some icey thing. When I placed my order for two of those, the response I received was â€Å"We don’t have that† and that’s it. Safe to say this particular Dunkin Donuts, just doesn’t have it. Krispy Kremes – Krispy Kremes not only had the donuts we wanted, but they had an abundance of them as well as donuts we didn’t want. The display case was packed with donuts. I have also ordered the Krispy Kremes version of a Berry Fruit Blast as well, which was in stock every single time we ordered it over the three week period. 3. Freshness of Donuts Dunkin Donuts – You know it’s been so long since I have actually had a Dunkin Donuts â€Å"Donut† due to the fact that they never have the donuts we want in stock when we go. What I do remember about my recent trips to Dunkin Donuts that actually ended with me getting donuts is that the donuts were hardly fresh when we got them. Krispy Kremes – If I were a Dunkin Donuts franchise manager or corporate associate I would be highly concerned, hands down Krispy Kremes donuts are more fresh when you get them. In addition we ordered three times the amount of donuts on each visit to Krispy Kremes than we did at Dunkin Donuts when we did actually get donuts. 4. Coffee Taste Dunkin Donuts – It’s probably a good time for Dunkin Donuts to change their name to Dunkin Coffee, their donut product is a wreck at my local location, Im not sure about others. if it were not for the coffee at Dunkin Donuts it’s safe to say I would never go to a Dunkin Donuts again. Now if Dunkin Donuts could get their staff to understand â€Å"Double Cream and Double Sugar† I would be sold on going there just for the coffee when I am in the mood. It’s just too bad Double Cream and Double sugar at my local Dunkin Donuts is more like 1/2 cream 1/2 sugar. Krispy Kremes – I have tried on all three occassions to get myself to believe that I was just as satisfied with the Krispey Kremes Ice Coffee’s as I am with the Dunkin Donuts Ice Coffee’s, sadly thats just not true. The Krispy kremes coffee’s are smaller, when packed with ice it really doesn’t give you a decent amount of coffee. The taste also does not come close to Dunkin Donuts Ice Coffee or Hot coffee drinks. How to cite Re: Week 6, Papers

English Language Learners Essay Example For Students

English Language Learners Essay Tracie Allen of the comedy team of Burns and Allen was once asked how one should speak French. She replied, Well, you speak it the same way you speak English; you just use different words. When trying to assist in instructing English language learners, they usually have many concepts and language abilities that they need to master, as do the teachers that are trying to teach them. With the incorporation of the concepts and approaches to identify and assess the issues and concerns that we have learned in our classroom instruction, such as lesson preparation, building background, and comprehensible input, we can indeed teach our future English language learners all the right moves with all the right words. One of the first challenges that ELL instructors must come to terms with is the identification and assessment of their students learning capabilities in their classroom. Traditional identification instruments designed for English speakers may not be valid with English language learners. Identification of English language learners with special needs should include consideration of several factors, such as family history, developmental and health history, first language and literacy development, previous schooling, and the learners current academic ability, just to name a few. Learning in any language is affected by learning disabilities, but second language learners with special needs present additional educational challenges. According to the British Columbia Ministry of Education, Skills, and Training (Fowler Hooper, 1998), instructors of English language learners with special needs should consider the cultural, developmental, and first language background of the learner. They should also do the following: (1. ) Provide a highly structured learning environment; (2. ) Focus on contextual learning; Build on learners prior knowledge; (4. ) Provide constant review; (5. ) Simplify language; (6. ) Build other skills while developing English. The use of standardized testing to identify and assess the progress of English language learners with special needs is problematic. Normally designed for native English speakers, many assessment instruments do not reliably assess speakers of other languages because they ignore differences among linguistic and cultural groups (Schwarz Burt, 1995). Assessment of English language learners with special needs should include the following: (1. ) Consideration of cultural and developmental information; (2. Collaboration of parents, teachers, counselors, psychologists, speech/language pathologists, and ESL specialists: (4. ) Determination of first language proficiency; (5. ) Examination of assessors cultural assumptions and expectations; and (6. ) Continual revision of the assessment instruments and procedures used. Because procedures are not in place in many schools and school districts to successfully determine academic placement of English language learners, many of these learners are so metimes placed inappropriately. Some who do not need special services (other than English as a second language) may find themselves in special education classes. Others who need special services may be placed in regular classes without the extra supports and services that they need. Working with English language learners and with students requiring special education services requires collaboration among teachers, school psychologists, speech pathologists, and assessment personnel with expertise in general, bilingual, and special education. By incorporating these important and critical procedures in our planning processes, these collaborations in the identification and assessment of English language learners can be a less stressful and more constructive process. A second issue that ELL instructors must contend with is NCLB testing requirements, which involve legal as well as academic understanding. Under Title I and Title III of the law, districts must also annually (in kindergarten through grade 12) assess ELLs in English language proficiencycovering reading, writing speaking and listening. Title III also requires that the assessment cover comprehension. The U. S. Department of Education has indicated that comprehension can be demonstrated through reading and listening, so the same assessment may be used to meet the requirements of both titles of the law. ELLs must also be included in the state assessment system. However, during their first year of enrollment in U. S. schools, ELLs are not required by the law to take the reading/English language arts assessment. During this first year of enrollment in U. S. chools, they must take an English proficiency assessment and, if the state desires, will also participate in the reading/English language arts assessment. As an accommodation, ELLs may take the reading/English language arts state assessment in their native language for three to five years. States are only required to develop and administer native language assessments to the extent practicable. Other accommodations include: small group administration, extra time or f lexible scheduling, simplified instructions, dictionaries, recorded native language instructions, and letting students record responses in their native language. Madame Bovary Essay ThesisVerification should be provided of the appropriateness of the schools curriculum, the qualifications and experience of the teacher, and the appropriateness of instruction provided to the student (continuity, proper sequencing, the teaching of prerequisite skills. ) Documentation of the childs problems across settings should also be included, along with evidence that the childs difficulties are present in both languages, and that he or she has not made satisfactory progress despite having received competent instruction. However, because many of these children are losing or have not fully developed first language skills, it may be difficult to ascertain that the learning difficulty exists across languages. The assessment and placement process is not a simple task. Legal requirements can cause difficulties for districts or schools seeking to implement procedures for assessing LEP (limited English proficiency) children. These requirements can be complex or require a certain level of prior knowledge or expertise. The misdiagnosis of LEP students for special education has led to a number of lawsuits and court orders (Diana v. California State Board of Education). Fear of litigation by school districts can lead to the under-identification of minority pupils in special education. Data collected by the California State Department of Education (CSDE) pupil count verifies the trend of shifting from over-identification of minorities in special education to under-identification. (Vasquez-Chairez, 1988). Bergin (1980) maintains that students from culturally and linguistically different backgrounds are subjected to various forms of bias. In the past, such bias led to referring LEP students to special education for reasons other than those making them eligible for special services. It is the objective of fair and appropriate assessment to document any potential difficulties and then to differentiate between those due to intrinsic disorders and those due to cultural and linguistic differences and other intrinsic factors. Only through this process can the appropriate assessment, identification, and programming of exceptional LEP students versus nonexceptional LEP students be accomplished. As the great writer Glenn Hubbard once noted, Preparation for education is relentless. As young ELLs enroll in preschool and primary school programs in record numbers, educators must continually strive to provide effective, nurturing environments and developmentally and linguistically appropriate instruction for all learners. This instruction should take into consideration the characteristics of young English language learners and their language development, the learning conditions that are most effective for these learners, and the kinds of instruction that best meet their needs.

George Washington Essays (1121 words) - George Washington

George Washington George Washington George Washington by far is one of the greatest revolutionaries in the history of the United States. His role in gaining our independence for the American Colonies and helping to unify them under the new U.S. federal government can not be overestimated. After an eight-year struggle his quest for victory brought final defeat to the British, thus giving us our independence. George Washington was born on February 22, 1732, in West Moreland, Virginia. Washington was the eldest son of a well-to-do family. Young Washington received most of his schooling from his father and always wanted to be a surveyor. George grew up a strong, tall young man, who excelled in outdoor pursuits and music. When George was 17 he was appointed surveyor of Culpeper County, Virginia, this was the first public office he held. In 1751 George had his first and only experience of foreign lands when he joined his brother on a trip to the West Indies in hopes to better the symptoms of his brothers tuberculosis. Even though the trip did little good for his brother, George did get something out of it; George came down with small pox. Although it seemed like a bad thing at the time having this immunity to small pox would help him later on when the colonial army had a brake out of small pox. When his half-brother Lawrence died in 1752 George inherited the beautiful estate of Mount Vernon, one of six farms held by his family. Lawrence had held the position of adjutant in the colonial army; a full-time salary paid position, carrying the rank of major. After his brothers death only at the age of twenty Washington felt he could handle the job and Governor Robert Dinwiddie soon appointed him adjutant of the southern district of Virginia. During the Seven years war Washington found out that Britain was sending over less-experienced officers that would have higher ranking over him. He found this intolerable and in 1754 Washington resigned. Through all this time Washington's reputation was getting bigger and bigger and in 1755 Governor Dinwiddie appointed Washington commander in chief of all of the colonies armed forces, with the rank of Colonel. For the next three years Washington fought along side with British General John Forbes at Fort Duquesne, and when they had one the fort Washington resigned once more. The year was 1759 and Washington had better things on his mind such as marrying the women that he loved. And he did in January of 1759 Washington married Martha Dandridge Custis. Washington spent a few years with his wife on their farm trying to figure out the best way to rotate his crops and what crops would make him the most money. Then in 1765 Washington's perspective broadened and he became involved in the protests of Virginians against the restrictions of British rule. Washington saw it more and more that the King and his ministers saw the American people as nothing more then inferior people and they sought to control ?our whole substance.? Washington began to see the deepening division between Britain and the Colonies, as a member of the House of Burgesses he opposed such measures as the Stamp Act, Washington also foresaw that British policy was doing away with self-government in America all together. Washington's anti-British feelings were strengthened by the introduction of the Townshend Acts in 1767. His voice joined in Virginia's decision in 1770 to ban or boycott all any British goods from the colonies. By 1774 with the American resistance well developed, Washington had become one of the key Virginians supporting the colonial cause. Washington was elected to the First Continental Congress. How ever he knew that more then paper resolutions would be needed to save the American liberties, and so he spent the winter of 1774 and 1775 organizing a militia. On June 15, 1775 the Continental Congress unanimously elected George Washington as General and commander in chief of the colonial army. Washington was chosen for two basic reasons; first of all he was respected for his military abilities, his selflessness, and his strong commitment to colonial freedom. Secondly, Washington was a Virginian and it was hoped that with his leadership it would bind the southern colonies more

Platos Cave Only essays

Plato's Cave Only essays In Book VII of Plato's, "Republic", Socrates attempts to show his belief of how people can come to know "justice", and how such knowledge can be used to lift the level of justice within the state. The Republic comprises ideas and hypothetical arguments that are quite abstract and removed from the commonplace thought of everyday people. Plato, and indeed his mentor Socrates, are very intelligent men in that their intellect and imagination can create and sustain unorthodox or uncommon ideas that everyday people do not bother to think about or do not have the mental faculties or intellect to do so. Plato recognizes this fact and uses dialogue between the character of Socrates and "everyday" people such as Glaucon to explain such strange ideas to the reader of "The Republic". A very useful technique used to portray these intangible ideas is through various analogies relating commonplace objects and situations to complicated and in depth trains of thought. Some of Plato's analogies include that of the sun and its light relating to the form of good and truth, the line analogy relating to our varying degrees of understanding and comprehension and the cave analogy. This 'cave analogy' is helpful in illustrating the way Plato believes we can come to know justice, truth and goodness. He likens our current level of understanding to that of a group of manacled prisoners watching the back wall of a dark cave, lit only by a fire that casts shadows of passers by on this wall. Plato explains that the real, true world is outside this cave and due to the physical and mental restraints on these prisoners they cannot understand this true reality, only within which real goodness and justice can be realized and understood. Socrates explains that, as all these prisoners have ever known is this shadow world of insubstantial half-truths and illusions, it has become their reality. As, even the voices from the passing people are echoed off this wal...

English Essay Example | Topics and Well Written Essays - 500 words - 63

English - Essay Example The day; which I would cherish for my whole life. The day I was going to make the freshmen’s toast for my class, at the freshmen’s dinner, as the dean’s personal selection out of a class of hundred students. They say happiness is best enjoyed with a loved one. How immature I had been. About happiness and about loved ones. After a hurried breakfast, I had gone to meet my best friend in the entire world. As I saw her face, a memory flashed across my mind. The expression of pure joy on her face when I had told her I had been selected. She, of all people knew the uphill battle I had to face with my parents. She had been with me since we were foetuses. As the only child of award winning scientists, academic perfection is not just asked of, it is demanded. The freshman’s toast was the highest tribute bestowed on a freshman, and I knew it would finally prove to my parents that I was worthy enough to be their offspring. Looking back now, I realize the joy had been blemished by an expression that had appeared on her face for a fleeting second before being lit with delight, an ugly expression, a look of pure jealousy. We had dined together, a celebratory lunch, her treat. I remember feeling a combination of emotions, from butterflies inducing anxiety to spine tingling excitement to incredulity. She calmed me, reassured me, laughed away my doubts and did everything that I needed at the time. By the time we got done, it was time to get ready for the dinner. We spent an enjoyable hour getting ready. I was starting to feel more and more nervous as the time for me to stand up in front of a room full of my peers and their families and deliver an inspirational speech drew nearer. I remember receiving my parents and escorting them to their hotel room a few hours before the dinner. I had kept the part about me being selected to give the freshman’s toast a surprise for them. I clearly recall the mental picture

Consert report Essay Example | Topics and Well Written Essays - 1000 words

Consert report - Essay Example 4 separate Concertos Spring: Allegro, largo, Allegro Summer: Allegro non molto, Allegro, Adagio, Presto Autumn: Allegro, Adagio non molto, Allegro Winter: Allegro non molto, Largo, Allegro They were short and the music showed as if we were listening to the different seasons. Summer and Spring had the storms. About one minute after the allegro, perhaps at the non molto, the storm started. It kept starting and stopping Mozart Piano Concerto NÂ ° 12 K 414 about 25 minutes. Each movement was much longer than the Vivaldi. It was strange the comparison. I thought the Concerto form had 4 movements. Allegro Adante Allegretto. It sounded as though Mozart was making fun of us at several momemts. Vivaldi is known as the red priest because of his flaming red hair. In paintings he was shown wearing a wig. His Four Seasons is a perfect example of programmed music. It was unheard of at the time. Beethoven would be the next person to use it in his Pastoral symphony. Vivaldi received his first music al training from his father but was initially ordained as a priest. He was dismissed from the priesthood after a year and was able to devote his life to music. In the 17th century it was part of any religious training to have complete musical training. The girls orphanage had over a thousand girls who were trained to become nuns. This provided Vivaldi with an abundance of talented girls to with whom he had access to a constant orchestra and girls who could play a multitude of instruments. Perhaps this is why he was such a prolific composer. He set the precedent of baroque concerto of three movements ABA or allegro andante allegro leading to the longer classical concerto. Bach admired his work but it was only in the 20th century that many scores were found hidden in Turin, Italy. http://www.classicalnotes.net/classics/vivaldi.html The Four Seasons were published in 1725 but Vivaldi alluded that they had been written well before. They were four concerto out of 12 to be published for t his patron. He actually wrote over 500 concerti in all. The theory that Vivaldi wrote the sonnets which correspond to the concertos is only confirmed on the basis that each sonnet is divided into three parts explaining to the player how the music is to be interpreted. There are some who say they were written afterwards http://www.sanbernardinosymphony.org/PDF's/ProgramNotesJan11.pdf Mozart's Piano Concerto NÂ ° 12 K414 represents one of his first compositions after he moved to Vienna. Mozart's father was his most avid fan, his teacher and his friend. He was opposed to his moving from his secure post in Salzburg to Vienna and basically become a freelance musician. It was common for musicians and composers to travel from London, Paris and Vienna in the 18th century. This is why so many different styles and influences of difference composers were part of the classical scene. http//www.questia.com/History Of Western Music Groves. 2001 New York Norton. In the last years of his life, he wanted to write something different and wrote the Vienna Concertos. "In Writing his father in 1782, the

The Capital Asset Pricing Model (CAPM) isn't wrong. It just doesn't go Essay

The Capital Asset Pricing Model (CAPM) isn't wrong. It just doesn't go far enough. Discuss - Essay Example The cpitl sset pricing model (CPM) theory ssumes tht n investor expects yield on certin security equivlent to the risk free rte (sy tht rte chievble on six-month Tresury bills) plus premium bsed on mrket vribility of return X mrket risk premium. In Winter 1991, the mrket risk premium on listed U.S. common stocks ppers to hve been bout 6.5%, ccording to sttistics published in the Qurterly Review, Winter 1991, by the Federl Reserve Bnk of New York (though the Ibbotson study found it to exceed 8% from the mid 1920s through 1987). Thus in period of 4% infltion, the T-bill rte might be ppropritely 4.5 to 5%; four- or five-yer Tresury note should hve yield of 5.5 to 6%; Tresury bonds should yield percent higher thn this; nd corporte bond yields should hve even higher returns to compenste for their dditionl credit or business risk. The cpitl sset pricing model for this scenrio suggests tht nnul returns on low-bet electric utility might be .05 + .50 bet (.065) = 8.25%. bout 75% of this might come from dividends nd the blnce from expected growth in dividends over n extended time period. By contrst, n verge stock with bet of 1.00 should provide rte of return of 4.5 to 5.0% plus the mrket premium of 6.5% or between 11 nd 12%. high-bet stock (one operting in cyclicl industry, for exmple) with bet, or reltive mrket voltility in price, of 1.50 should provide mrket return of 5.0% + 1.50 (0.065) or bout 15%. We could convert these from ernings price rtios to price-ernings (P-E) rtios nd determine tht the electric utilities, in this scenrio, should trde t bout 12 P-E rtio nd the high-bet stock should trde t P-E rtio of bout 6 to 7 . Three-yer verge (smoothed) ernings for these type firms hve, in fct, provided bout these P-E levels for highly cyclicl stocks during recent yers. The problem is in how to evlute bove verge or super growth rte for non- or low-dividend-pying stocks, topic of mjor concern to investment fundmentlists. Since stocks re bought on the bsis of expected returns for the next yer (or for severl yers into the future), perceived shift in the rte of infltion (or of the interest rte level), will send most common stocks to higher or lower levels. Strength of the overll economy, the sector in which the firm opertes, its own industry's strengths nd weknesses, nd individul firm's chrcteristics likewise hve bering on the ssessed mrket vlue of equity issues. In fct, this hypothesis is greed on by most fundmentlists nd technicins. The pproch recommended by most investment fundmentlists moves from the mcro to the micro nlysis. First of ll, we should determine if the overll stock mrket is the plce to be. Next, we should zero in on the industries tht re showing bove-verge strength. Next, we should select individul firms tht re likely to led others in their respective industries. In generl, the security mrket line, t given point in time, ppers to do resonbly efficient job of explining differences in expected yields on lterntive types of finncil issues. The cpitl sset pricing model is merely grph showing the nticipted yields on securities trded in money nd cpitl mrkets with vrying degrees of finncil risk. The trend line tht joins the points on the grph is referred to s the security mrket line. Mrket yields re shown on the y (verticl) xis nd the vribility of return on the x (horizontl) xis.

Effect of Socioeconomic Stress on Family Health

Effect of Socioeconomic Stress on Family Health Revisions and Literature Review Tiffany Stewart Socioeconomic status is defined â€Å"as the social standing or class of an individual or group. It is often measured as a combination of education, income, and occupation† (American Psychological Association, 2014). There are higher and lower socioeconomic statuses (SES) that can have a big effect on a family’s health. In 2012, research showed that one in five children lived below the federal poverty line (Noble et al., 2012). Family resources such as â€Å"income, parent’s education and health can have a direct and indirect benefit for children† (Thompson, 2014, p. 42). Families in lower SES have poor physical and mental health compared to families in higher SES. When a family lives in a lower SES, there are more stressful life events that affect the whole family. Stress can be defined as â€Å"a complex psychobiological process with biological, emotional, mental, and behavioral consequences, all of which influence one another† (Thompson, 2014, p. 46). Children and adolescents are at an age where they are not able to provide their own socioeconomic status. This is left up to the parents, which can have big effect on the child’s developmental outcomes at the current age and later in life (Hackman Farah, 2009). Research has shown that when a stressful life event occurs, catecholamines and glococorticoids are mediated (Lupien, King, Meaney, McEwen, 2000). When glucocorticoid response to stress in a short amount of time, this is an adaptive function that is normal. When glucocorticoid has increased for long periods of time, this can be associated with different depressive symptoms (Lupien et al., 2000). There is also other research on how stress from the mother will affect the child once born. The fetus is left exposed to the mother’s diet, emotions, and environmental influences that can have effect on development (Thompson, 2014). The fetus is very sensitive to maternal stress. If the mother is under a lot of stress during pregnancy, the child will have a greater reactivity to stress once born (Thompson, 2014). One study showed that when the fetus was exposed to maternal cortisol, seven year old girls had emotional difficulties and a larger volume in the right amygdale (Thompson, 2014). After a child has been born and has been under a lot of stress, the hypothalamic-pituitary-adrenocortical (HPA) axis does not function the way it should. The HPA axis is a human’s central stress response system. The neurological circuitry is changed to how the body response to stress. This will happen when the child is exposed to stressful event on multiple occasions to change the sen sitivity of the HPA system (Thompson, 2014). The way the hypothalamic-pituitary-adrenal system is supposed to work in individuals that are not exposed to large amounts of stress is by the â€Å"release of steroid hormone cortisol from the adrenal gland† (Essex, Klein, Cho Kalin, 2002, p. 777). Cortisol (stress hormone) has a big influence on brain function. When cortisol is released during stressful experiences, this will enhance an organism’s ability to adapt in those times (Essex et al., 2002). Elevated levels cortisol that happens multiple times during the early years will cause physiologic effects later in the individual’s life. These effects include â€Å"increased resistance to the effects of insulin, promotion of obesity, impaired memory via effects on hippocampal neurons, and altered immune responses† (Essex et al., 2012, p. 777). Behavior can also tie into the disruptive HPA axis activity when stress occurs. These behaviors include how the child is â€Å"coping, cognitive and attention problems, poor emotional regulation, and difficulty in social functioning† (Thompson, 2014, p. 45). These behavior problems have associations for children’s academic functioning as well as building relationships with other children and adults. Children that have been exposed to stressful events multiple times in their early life show academically that they have a hard time concentrating, remembering things, and controlling their own thinking. With relationships, children have â€Å"heighten emotional reactivity and weaken emotional self-regulation† (Thompson, 2014, p. 45). Stress in general is part of every person’s life. A normal amount of stress is nothing to worry about and necessary to survive. Stress does occur at a young age, and this will help to develop coping skills and learn how to adapt to stressful situations that will occur throughout the lifetime (Middlebrooks Audage, 2008). Parents are the ones that should help the children learn how to deal with stress in a healthy way. When stress is not dealt in a healthy way, there can be short and long-term health effects. Research has shown that there are three different types of stress that a person can go through in their life. These three include positive stress, tolerable stress, and toxic stress. Positive stress is from negative experiences that are short-term (Middlebrooks Audage, 2008). Examples of positive stress are when children start a new school, or when someone else takes a toy away from them. The health effects include heart rate being increased and hormone levels changing. This type of stress is normal and the parents can help the child learn how to cope with it as a developmental process (Middlebrooks Audage, 2008). Tolerable stress is from a negative experience that impacts the child more than positive stress but is still short-term. Examples of tolerable stress include dealing with a death of a family member, or the parents are separating (divorce) (Middlebrooks Audage, 2008). As long as the child has support from a family member or someone close to the child, he/she is usually able to learn how to deal with experience in a healthy way. If the child learns to deal with the experience in a healthy way, it will turn into possible stress. If the child is unable to deal with the experience, this can turn into toxic stress that will have long-term health effects (Middlebrooks Audage, 2008). Socioeconomic stress falls under the category of toxic stress. This kind of stress is from negative experiences that can continue for long periods of time. Other examples include neglect and abuse (Middlebrooks Audage, 2008). When toxic stress occurs, brain development and functioning will be disrupted. Health problems can also occur that have the capacity to be long-term. There is research that has shown how brain development is effected by long-term stress like socioeconomic stress. Brain development is a process that starts to take place during pregnancy. Factors that influence brain development include genetics and the environment that the mother is in. The toxic stress on brain development can impair the connection of brain circuits and lead to developing a smaller brain (Middlebrooks Audage, 2008). The circuits in the brain can cause a child to not be able to handle stress. The child will overreact to conflicting experiences that occur in his/her life. High levels of cortisol (stress hormone) can also damage the hippocampus that affects learning and memory that can continue into adulthood. There is even research that has shown that high levels of stress hormones can restrain the immune response in the body. The individual can end up with different infections and health problems (Middlebrooks Audage, 2008). Socioeconomic status has shown that there are negative effects on the developing brain. This includes regions of the brain responsible for language, and stress hormones. Linguistic exposure at a young age has been linked with developmental differences in language regions in the left hemisphere of the brain (Noble, Houston, Kan, Sowell, 2012). The left temporal, temporo-occipital and the frontal cortices are responsible for the development of language skills (Noble et al., 2012). Depending on the SES of the parents that are raising children in those environments will effect what kinds of resources are available to develop those regions of the brain. Higher SES families use parent-child reading activities and have multiple books available to help the child learn language skills compared to families that live in lower SES. Two fMRI studies have shown SES differences with children in two different parts of the left hemisphere for language. These include the functions of the left fusifor m and the left inferior frontal gyrus (Noble et al., 2012). Children from lower SES tend to show a difference in how they experience stressful events reflected in hormonal markers of stress (Noble et al., 2012). Research on stress in animals and humans has shown negative effects on the hippocampus, amygdale, and the anterior cingulated cortex in the medial prefrontal cortex (Noble et al., 2012, p. 518). These areas of the brain are critical for developing memory, socio-emotional processing, and cognitive control/self-regulation. An fMRI study showed that children in lower SES will more likely have a smaller hippocampus (Noble et al., 2012). The background information provided in the paper has shown that during pregnancy, a fetus can be affected by the socioeconomic stress the mother is dealing with. With this research, it has shown that the stress the parents deal with in their daily lives disrupts the development the child goes through mentally and physically. Socioeconomic status is usually defined by family education, occupation, and income level (Noble et al., 2012). The fetus is very sensitive to the stress the mother goes through which will affect child when they are born. The child will then have a greater reactivity to stressful situations (Thompson, 2014). This area of research is a problem since there is known information of how the stress does affect the child even before they are born. If the socioeconomic stress is affecting the child’s development, will this affect the child later in life? The purpose of this study is focus on socioeconomic stress and the effects it has on a child’s developing brain later in life. There is a lot of research on what happens to the brain of a developing child when there is a lot of stress being exposed to him/her. Research has shown that children that are sensitive to stress from environmental factors when they are born will have higher cortisol levels (stress hormone). What has gaps in the research is if the high levels of cortisol (stress hormone) in a young child will determine mental health problems later in the individual’s life. The only research on this area is very general and does not specifically explain mental health problems that can occur. The only specific research in this area mentions how children will have behavior and academic problems as they get older. The purpose of the study will include children at the ages of 5-10 to determine if they are experiencing mental health problems from the socioeconomic stress they experienced during pregnancy and at birth. Women in the second trimester will also need to be included to look back on the kind of stress they were experiencing that could affect their children in low SES. The mothers and the children at one month would also need to be looked at. The cortisol levels would be tested by a saliva sample from the children at the ages of 5-10. Starting with pregnancy and going to the ages of 5-10 will track maternal stress from infancy to childhood and the mental health problems that can occur from it. Essex, Klein, Cho, and Kalin (2002) also did a study on maternal stress and how it affects children later in life. This study was only one to observe mother’s during pregnancy and continue until the child was four and a half years old. The author’s results showed that elevated cortisol levels appear to predict dysregulated behavior and mental disorders (Essex et al., 2002). Other findings also included how â€Å"maternal stress may increase the vulnerability of the developing child’s HPA system to later stress exposure† (Essex et al., 2012, p. 780). Since little research has started with maternal stress, it is important that further research is done to show that there is an effect on children’s mental health later in life. There research only covered socioeconomic stress, maternal stress, and cortisol level. This leaves out other factors (e.g. genetics) that could cause children mental health problems later in life. The question that would need to b e addressed is what other factors could have an effect on children’s mental health later in life. References American Psychological Association (2014). Socioeconomic status. Retrieved from http://www.apa.org/topics/socioeconomic-status/ Essex, M. J., Klein, M. H., Cho, E., Kalin, N. H. (2002). Maternal stress beginning in infancy may sensitize children to later stress exposure: Effects on cortisol and behavior. Biological Psychiatry, 52(8), 776-784. doi:10.1016/S0006-3223(02)01553-6 Hackman, D. A., Farah, M. J. (2009). Socioeconomic status and the developing brain. Trends in Cognitive Sciences, 13(2), 65-73. doi:10.1016/j.tics.2008.11.003 Lupien, S. J., King, S., Meaney, M. J., McEwen, B. S. (2000). Child’s stress hormone levels correlate with mother’s socioeconomic status and depressive state. Biological Psychiatry,48(10), 976-980. doi:10.1016/S0006-3223(00)00965-3 Middlebrooks, J.S., Audage, N.C. (2008). The effects of childhood stress on health across the lifespan. Atlanta (GA): Centers for Disease Control and Prevention, National Center for Injury Prevention and Control. Noble, K. G., Houston, S. M., Kan, E., Sowell, E. R. (2012). Neural correlates of socioeconomic status in the developing human brain. Developmental Science, 15(4), 516- 527. doi:10.1111/j.1467-7687.2012.01147.x Thompson, R. A. (2014). Stress and child development. The Future of Children, 24(1), Retrieved from http://ezproxy.snhu.edu/login?url=http://search.proquest.com/docview/1539237845?acco untid=3783

Behind the walls of the Ghetto Essay -- essays research papers fc

Behind the Walls of the Ghetto   Ã‚  Ã‚  Ã‚  Ã‚  Commenting on the famed Los Angeles ghetto in which he grew up, gangster rapper Ice Cube asserts, â€Å"If you ain’t never been to the ghetto, don’t ever come to the ghetto† (Cube, Ghetto Vet). But why are American ghettos filled with so much violence, drugs, and inopportunity? In John Singleton’s powerful drama Boyz N the Hood the harsh reality of youths growing up in South Central Los Angeles, a place where drive-by shootings and unemployment are rampant, is brought to life. Shot entirely on location in South Central LA, Boyz N the Hood presents its story with maximum honesty and realism. The movie is a prime example of how American ghettos are dead end environments with minute chances for survival. If we are to put an end to the destitute, prison-like ghetto environments, we first need to take a look at what goes on there.   Ã‚  Ã‚  Ã‚  Ã‚  One can point to many initiating factors from racism to property owner’s aspirations of gentrification that create ghettos. Furious Styles, the strong and intelligent father of the film’s main character Tre, addresses the issue of why these areas are in such a dire state when he says: [†¦] How do you think the crack rock gets into the country we [black people] don’t own any planes, we don’t own no ships†¦we are not the people who are flyin’ and floatin’ that shit in here [†¦] why is it that there a gun shop on almost every corner in this community? [†¦] For the same reason that there’s a liquor store on almost every corner in the Black community, [†¦] they want us to kill ourselves. You go out to Beverly Hills you don’t see that shit, the best way you can destroy a people is if you take away their ability reproduce themselves. (Singleton) In this passage, Furious presents ideas of white property holders looking for the best way to exterminate the Black and Hispanic communities in their area. The late rapper Tupac Shakur once declared, â€Å"We [Black people] ain’t meant to survive cuz it’s a set up† (Shakur, Keep Ya Head Up). As far-fetched as these notions may seem, they may hold more truth than one thinks. Questions arise as to the relation between the ghetto and the upper class areas. Oddly, these communities, though only miles apart, are completely detached. In a study on ghettos in America, Ed Glaeser writes that: These districts commonly called ‘gh... ...r any other sport after college, is slim to none. At the very least, more high profile avenues out of the ghetto such as science and the arts need to be instituted in order to provide better opportunity for the futures of ghetto youths. Works Cited Boyz N The Hood. Dir. John Singleton. Perf. Ice Cube, Cuba Gooding Jr., Morris Chestnut, and Larry Fishburne. Columbia Pictures, 1991. Glaeser, Ed. â€Å"Ghettos.† Regional Review 7 (1997): 1-7. Guarino-Ghezzi, Susan. â€Å"Reintegrative Police Surveillance of Juvenile Offenders: Forging An Urban Model.† Crime & Delinquency. 40 (1994): 1-16. Hagan, John. â€Å"Class Fortification Against Crime In Canada.† Canadian Review of Sociology & Anthropology. 29 (1992): 1-11. Vergara, Camilo Jose. â€Å"A Guide to the Ghettos.† Nation Company Inc. 256 (1993): 1-5. Vergara, Camilo Jose. â€Å"Our Fortified Ghettos.† Nation Company Inc. 258 (1994): 1-4. Vergara, Camilo Jose. â€Å"Traces of Life: The Visual Language Of the Ghetto.† RC Publications Inc. 47 (1993): 1-4. Zukin, Sharon. â€Å"How ‘Bad’ Is It?: Institutions and Intentions in the Study Of the American Ghetto.† International Journal of Urban & Regional Research 22 (1998): 1-11.