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.