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Claire’s Policies on Piercing

Claire’s is a company that provides piercing services. It is a company where Raylene Marks had been working before she quit her job. The main reason as to why she quit her job was because she believed that her manager handled a case she was involved in inappropriately. The girl whose mother wanted pierced did not want to be pierced and in fact she clearly stated that she needed personal space. Marks did not pierce the girl despite the desire of the mother that the child be pierced even against her will. Later marks manager told marks that she was supposed to pierce the girl even though she did wish to be pierced since the company only stipulated that a piercing could be stopped in case the piercing was not good. However, her manager interpreted this wrongly and stated that she should have pierced her. She left her job and wrote to the company.

This is an instance whereby Marks is correct while the manager wishes to push the believes the manager has concerning the business. It is not okay to pierce a person who does not want to be pierced and Marks does the right thing. Therefore, even though the business corporate office states that they are looking for a way to understand the case and deal with it, the manager represents the business and this means the business is not completely fine if it such people as their managers.

What Would You Recommend to Claire’s Regarding Their Store Policies on Piercing?

I would recommend to Claire’s that they get well trained managers on ethics and handling people and that such managers should also go for in-service training on how to present the business and how to handle different issues to avoid doing such things which are completely not fine and do not please the works or the customers.

My personal strengths

Introduction

Personal strengths or values are defined as qualities that distinguish one person from the other in terms of positive influence on an action, something or someone. Person with strength is believed to be full of life and does everything that he ought to do with a lot of caution and is success oriented. Therefore, responsibility and strategic are some of my exclusive strong qualities that define my inner self in terms of strength.

Being responsible simply means exercising control or having authority over something or someone. This barely defines the positive side of me, I believe in being responsible as this is the gateway to greater success and you get honored by simply portraying the value of having control over something or someone. Another quality that defines my strengths is strategic; I am a believer in success, I always aim to achieve greater heights in everything that I involve myself with as this will distinguish me from the crowd. By being strategic, I simply mean I am futuristic and optimistic about the future; the future is full of life, therefore, one need to organize oneself and have a set of long-term goals that he sets in order to achieve. One should always work handy in working towards achieving despite the challenges or setbacks that he will achieve along the way. In my personal capacity, I always exercise responsibility over my siblings as I have been entrusted by my parents to do so. Also, my strategic goal is to be a managing director of a multinational companies someday, this is what motivates me to advance in my education.

Every sky has a silver lining, therefore, my strengths isn’t an exception in attracting possible downfalls in terms of personal commitment. My art of being responsible usually attracts possible setbacks such as; I always memory lapse hence a times when am left to exercise control over something then due to my forgetful nature, I end up forgetting the task that I have been assigned and this messes up my value of being responsible. Similarly, in real life am a strategic person, I focus on the future I order to achieve my goals, the setback that I always encounter is sticking to the set goals that I need to work upon in order to achieve my goals, as a result this always has an impact on the set objectives that I need to achieve.

It is always said that a bird in hand is worth two in the bush. My strengths clearly defines whom I want to be, being a managing director of a multinational firm isn’t an easy task hence, responsibility and strategic qualities need to be applied. I believe I can always influence my seniors for a promotion by sticking to the set rules of operation, through this; I can always exercise my responsibility over my juniors and every task that is committed to. Companies always have set goals and objectives that work hard to achieve each and every financial year, therefore, I can always help them in planning and setting out this goals depending on the companies strategies.

In conclusion, my strength guides me towards achieving my goals, thus being a strategist as well as a responsible person will help me to achieve all the desires in my career world. Hence, this needs to be sharpened and monitored each and every day of my career life. I would love to be a managing director of a multinational company someday so that I can work to realize my strength qualities.

My Philosophy Of Education

More than 2000 years have passed since my principal instructor Socrates cautioned his students that the unexamined life is not worth living. Such a statement demonstrates a basic tenet of my own philosophy of education: education is a process in which the individual must routinely question the very roots of self-knowledge. The goal of such a process is the creation of a total individual. For the ancient Greeks, such an education was not confined to phenomenal knowledge alone. Instead, the total individual is an amalgam of physical, spiritual and intellectual excellence.

Integral to my philosophy of education is the notion that each student is a unique individual and must be treated with respect. Keeping to the Socratic idiom, students must not be taught this or that bit of knowledge. Rather, the student must be taught how to learn and how to think. Therefore, education is really little more than a process in which the student learns how to learn. Such a process is set in motion if the instructor treats the student as an extension of himself. In this way, the improvement of the student is necessarily the improvement of the instructor. This explains why I teach since I too am a student in search of self-improvement.

The relationship between student and instructor is grounded in mutual trust. The instructor ought not to engage the student for the sole purpose of imparting his knowledge. The instructor must be skillful in pulling knowledge from the student – according to Socrates, the student has knowledge. The role of the instructor is to force the student to reveal that knowledge through a clever dialogue of question and answer. Such a dialogue is predicated on trust and mutual respect. If such a dialogue is not forthcoming, then the process of education may fall victim to the admonition of Cicero: the authority of those who teach is often an obstacle to those who want to learn.

The ultimate purpose of education is to produce individuals who strive for excellence for themselves, their peers, and their community. The well-rounded individual, the total individual, is one in whom the higher ideals of life (read virtue or arete) have been instilled. In this way, students enter the rest of their lives with the valuable lesson that they can make a difference. In the final analysis, the student infused with the higher ideals of life will take those ideas into the larger community whereby the improvement of self is translated into the improvement of all.

My philosophy of education also is based on my understanding of man, nature, and the relation between man and nature.

There may be many characteristics that distinguish man from the other animals. One is that man has moral values shared in his community. Another is that he has the capability to understand nature. By nature I mean the world as a whole, including man himself. The process of man’s constant interactions with nature (including interactions with himself since he is part of nature) is the process of his understanding of nature. This process will never come to an end, since nature is ever changing and unlimited. We may call the knowledge shared in his community the community truth. The level of community truth depends on the effort each community member makes to interact with nature.

After a child is born, he has the potential to become a man from both moral and intellectual aspects. The principal aim of education is just to maximize this potential of each child, regardless of his colour, race, or economic and social status of his parents.

Moral education should be concentrated on the moral values shared in the community. The child should know what a qualified community member should do and what he should not, what is valued in the community and what is not, and why. The child’s ability to judge and criticize the evils in the community should also be fostered so that he can get immunized from these “diseases.”

The intellectual education should include the introduction of the established community truth and some possible methods to test the truth and make one’s own inventions. The child should be encouraged to join nature and interact with nature in his learning as much as possible.

Both moral and intellectual education is very important for the child. Failure in intellectual education may result in a parasite for his community; failure in moral education may result in an educated devil, and an educated devil is vastly more formidable and appalling than an uneducated one.

Who should be responsible for the education of the child? My answer is his family, his teacher, and the community. Each part is indispensable to the triple educational network. Failure of the cooperation of any part may affect the work of the other two, and may even result in the total failure of the education of the child.

As a teacher, my role in the education of my students is not a referee who judges which one is right, which one is wrong, or which one is the most competent of a group. The role I should play is a coach who gives instructions and advice with the purpose of maximizing each student’s potential and helps him become a qualified human being. I like the idea of learning community, where students and teachers, in a relaxing environment, help each other and learn from each other. I understand that it is natural for students to make mistakes in their learning. It is often the case that today’s success just resulted from yesterday’s failure.

To create a proper environment for my students to grow is important; to set an example for them is equally important, especially in terms of moral education. Teaching is done not only through words, but also through an example. What a teacher does often means more to his students than what he says.

The children we are teaching today are our future. The task for the preparation of future is heavy but glorious. As teachers, we are not only responsible for our students, but also responsible for our human community. With the purpose of having a bright future, we need to work hard, together with parents and other community members, to maximize each student’s potential and help him become a qualified human being.

Thirdly my philosophy embraces that education should prepare students for effective service in an increasingly postmodern world. Informed citizens need to understand the world as it is, as well as possess a vision for what it can be. While today some individuals question the idea of a stable, objective reality that can be known, and may affirm a relativistic or postmodern world-view, Christians affirm the existence of a transcendent God who has revealed moral absolutes and sustains a stable universe. While life sometimes appears to be meaningless and chaotic, Christians understand that this is due to the presence of sin and evil in the world, the consequence of the fall of all creation–including humanity–as recorded in the book of Genesis in the Bible. Yet, at the same time, Christians can affirm the value of research and rational thought because humanity was initially created in the image of God, also recorded in Genesis. The potential for the acquisition of knowledge, as well as the limitations in this respect, contribute to the need for humility in education and research. Humility is a key virtue of Christianity and it should be reflected in the Christian’s quest for knowledge and understanding. Rational thought and scientific inquiry will always fall short of the perfection that only God possesses, yet because we are made in the image of God, genuine knowledge and truth can–in part–be apprehended in a seemingly chaotic and meaningless world.

Students need a base of knowledge that thoroughly integrates a Christian worldview and valid conclusions based upon trustworthy research and informed personal experience. The learner is to be eclectic in gaining knowledge; carefully integrating revealed Truth with the conclusions of academia in a non-contradictory manner. As a part of their educational experience, my students are expected to synthesize Christian ideas, personal experiences, and perspectives offered by the academic discipline being studied. In this synthesis, the authority and priority of Christian belief, built upon biblical foundations, constitutes an adequate superstructure for academic learning as well as personal faith.

Teaching should include methods and procedures that are maximally effective and practical, thus facilitating the mutual search–by teacher and students–for a distinctively Christian viewpoint. It is not assumed that the teacher has all the answers, but is in a quest for the best possible answer given the limitations of human reason, realizing that only God is perfect.

By modeling and sharing in the quest for a Christian perspective, the teacher is able to encourage students to defer judgment until sufficient evidence is accumulated and analyzed. Because of prior study in the discipline, the professor is also a guide or mentor who helps direct students to central concepts in that area of study, rather than allowing the class to become sidetracked with peripheral or irrelevant matters. The goal is to help students carefully evaluate the tenability of concepts from research and human experience. This is an important component in developing future Christian leaders.

Academic knowledge is important, but knowledge is inadequate without developing and implementing corollary applications. I include a variety of projects in my classes, helping students use what they learn in class in a practical manner. Education in the fullest sense is cognitively understood, affectively experienced, and behaviourally transforming. The whole person is involved.

The social sciences and education, as understood from a distinctively Christian stance, are of great value because they provide alternative views of human interaction and behaviour, and are rudiments of a genuinely holistic perspective of the world. I am convinced that both an understanding of individual behaviour (psychology) and groups (sociology) complement one another, and that either in isolation provides at best a truncated view of human activity, as would any discipline apart from the historical commitments and assumptions implicit in that discipline. I am particularly interested in educational applications framed by the social sciences, partly because these are the areas of my academic preparation, but also because I believe the educational context–at any level of education–can profit from the insights and research conclusions of the social sciences, making it more likely that educators can influence people in a productive manner.

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Aging Conditions

Clarissa Leger Response

Part A: Two environmentally influenced abnormal memory disorders

Hi Clarissa! I do agree with your post that the Wernicke-Korsakoff syndrome is an environmentally influenced mental disorder and to which is accompanied by long-term alcoholic use. Besides, the condition can also result from the deficiency of Vitamin B-1 and present with such syndromes as confusion, changes in the eye, and vision and exaggerated storytelling. Therefore, the condition does not only get influenced by increased alcohol intake for a prolonged duration but also as a result of malnourishment. I believe that the inability to form new memories results from distortions in mind resulting in forgetfulness. Traumatic brain injury is also an environmentally influenced condition in that it involves an external influence.

Part A: Two genetically predisposed abnormal memory disorders

I also tend to agree with you that Alzheimer’s is a genetically predisposed condition in that it runs in the family. The reason why it can be considered genetic is that there is a high chance of predisposition to the condition if one of the members in the family has the condition. However, the condition can also be influenced by environmental factors. I do agree that the condition is characterized by short-term memory.

Part B: Techniques that can be used to improve memory and to continue learning throughout a lifetime

Improving memory in old age is the only option since aging cannot be reversed, and this can be done through such things as learning. Putting the brain into use regularly makes it easy to manage memory. Overall it is a Great Post!

Chloe Johnson Response

Part A: Two environmentally-influenced abnormal memory disorder

Hey Chloe! Dementia is indeed an environmentally influenced condition. However, the disease is not necessarily caused by exposure to chemicals in the environment but also by other factors. Dementia is mostly associated with aging due to its ability to destroy brain capacity. Thus, Dementia contributes significantly to the loss of thinking ability of the infected person, which leads to impaired reasoning. I also agree with your argument that there are very many toxins exposed in the environment that may affect the human brain leading to Dementia. Brain injury is also another environmentally –influenced memory disorder that has a significant role to play in memory loss, especially in the elderly.

Part A: Two Genetically- Predisposed Abnormal Memory Disorder.

I agree with your selection of Alzheimer’s disease as a genetically-caused abnormal memory disorder. The condition causes changes in personality due to failure to recognize new instructions or learning environments by the affected persons. Alzheimer’s condition is passed on genetically from parents to their siblings. I also agree that Parkinson’s disease is a disorder, especially affecting the movement and stability of a person. The instability brought by Parkinson’s disorder leads to brain damage due to falling and, thus, an abnormal memory disorder. The condition is as well passed on through inheritance.

Part B: Description of how the aging process affects memory intelligence and learning.

It is true that aging is inevitable and, therefore, cannot be controlled. As by grow older, their thinking capacity and memory are affected as well. However, intelligence may be said to increase with the increase in age to a certain limit, and so does learning.

There are techniques that can be used to boost human memory, such as physical exercises and healthy eating habits. Meditation is also useful in maintaining memory for long.

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Clarity of the Class Readings on Social Situation in America

Social inequalities will always exist in America as long as we have different social classes that is the working class, the middle class and the low class. People rarely talk about the existence of social classes in the U.S but thy exist and are seen through actions of discrimination, racism and corruption. From the three reading in the class there is a lot of impact about social trends in America that I have concluded, ranging from facts which I did not understand and realities that we experience daily. From the three readings, ‘The Virtue of Prosperity’, ‘Class in America…’ and ‘The Myth of equal Opportunity’ have really impacted on my view about social issues in America.

Spiritual and social crisis have been impacted negatively with technology from the past ten years. The age of unprecedented prosperity makes many people in the U.S more successful than they could ever imagine. The advancing technologies give us the ability to communicate to a wide range of people and it is through this we get the chances to embrace power since technologies create capitalism and wealth. Currently the people in the U.S are utilising technologies for negative purposes where techno capitalism brings inequalities, watching the videos destroy the cherished values in the society and through technologies families and communities are undermined. Technology brings a lot of changes to the economy but people are still left with unanswered questions on how the web developers make a huge amount of money that even a small country cannot (Dinesh D’Souza. Pg. 23). If we use technology and other inventions rightfully we will achieve the American dream of prosperity.

From the readings I can say that poverty is a state that can be passed from generation to generation whereby once your parents are born poor there is a high possibility of being poor or one class ahead of theirs. If one is born I a family that is doing well there is a high chance of getting better foundation in terms of education and when growing up there is a wide range of opportunities unlike those born from low class (Gregory Mantisios. Pg.8). Through the readings it has been made clear to me about he understanding of the power of a social class where the rich have more changes of getting rich and the poor can remain poor unless they struggle hard. The haves and the have-nots exist in the American society it is just that we tend to ignore this part and claim we are all equal.

The idea that people always work for low wages in bad poor working environments is something that will go on since the rich will continue to exploit the poor who are always desperate to make a living. We all have different opportunities and nobody should lie that there is fairness in our offices, schools and commercial stores. People are given opportunities according to their race, social class and who they are related to in the society. The readings clarify that equal opportunities is a saying that is used to make the Americans feel included in everything but when it comes to actions there is bias (Adrian Hemans. Pg.6). The condition of the low and the middle class can be improved if more donations and organisations come together to support the ideas of people from these classes. The people with talents and initiatives can be helped with money and loans from the banks and government to help them achieve their dreams. If we stay true to our virtues and treat everyone equal the American dream of prosperity can be achieved.

References

Adrian Hemans. The Myth of Equal Opportunity (2000)

Dinesh D’Souza. Excerpt from The Virtue of Prosperity: Finding Value in an Age of Techno Affluence. (2000).

Gregory Mantisios. ‘Class in America: Myths and Realities (2000)

My Philosophy

My Philosophy of life over the past couple of months of learning “philosophy,” by its definition, is extremely vague and confusing. It can be related to anything to do with thought, perception, and even basic human existence. However, over the notes, readings and class discussion I have been part of through these months, I learned that philosophy is just simply the study of knowledge. It is also described as the love of wisdom. Consequently, in further defining philosophy, perhaps it is easier to simply state what it may or may not involve rather than trying to find a concrete and firm definition. Philosophy includes the studies of logic, ethics, metaphysics, and epistemology. Logic deals with the principles and systems of reasoning. We deduce and interpret information by this method. Ethics involves the principles of morals and the judgment of “good” and “bad” conduct.

In a world where people are murdering, stealing and harming each other, it’s hard to find the good in people now a days. The people who are doing these things need help. That’s where people with good morals can step in hopefully and change the way they think. I think that people are created initially good and then go create their own nature, which is what Plato thought. He believed that when you are born, you are born with a “clean slate.” I can agree with this by what I have learned In church with my religion, and I think that anyone that believes in God can believe this. Now some of us have it better than other, which can really hurt our chances to do well in this world. If you where born in a bad neighborhood with a lot of violence and drugs, then hung out all with a bad crowd, chances are you will become a bad person. That why these kids need to be put in the right direction.

Aristotle said that everyone lived to be happy, that is something that I totally agree with. Even though different things make different people happy. Aristotle also pointed out that pleasure and happiness is two different things. Like eating wings on a Tuesday night might be pleasurable but may not make me happy so to say. I live my life by having my own philosophical thinking, a combination of my own believes and disbeliefs on the outlook on life. I do not agree with everything that one philosopher thinks, I agree with some points then disagree with others. I just try to do what I think is the right thing, and what makes me happy. I base this on what I have learned through out life. You have to use what morals and values you have, and hopefully they are good. You must first look at your morals and ask yourself if they are good or bad. Having a good moral judgment means you have values in your life. Values are beliefs you have in life that are worth a lot to you. For example, I value life more than anything in this world. I think murder and suicide is terrible. We are put on this world for life, when someone takes that a way I think that is the greatest sin. That is only one of many values, some others include truth, honor and love. These are some great values to have in life, which can make you a very good person. Truth is good because your friends and family will always trust you and be able to rely on you. Honor lets people know that you are a faithful person and can be trusted. Love is the greatest one, whether it is in a relationship with a girlfriend or a family member, or maybe even a person that you don’t even know, Jesus loved everyone and knew they were capable of being good.

Aristotle defined a virtue as a habit of living according to reason. He said that all people had the potential to be virtuous. So if we learn how to take our values and not have too much of it and not too little of it then it becomes a habit, then it will become a virtue. I agree with what he said, I think if we start being truthful, no matter what the case is then eventually we will become a truthful person. People sometime value the wrong things. We value money, greed, and pleasure. Although money is needed in life, I think it can be taken to far.

I have these values but they are no where close to being what they should be. God gave me the potential to be virtuous so it is up to me to strive to meet these standards if I want to be a good person. I am a very caring person, I hardly ever get mad at someone or am mean to someone. I know how it feels to be yelled at or made fun of, so I have learned not to do that to someone. My mother is the one that has taught me most of what I know. So when I got old enough to know right from wrong it didn’t matter how I seen things around me, I just tried to put myself into their shoes to see how they felt. My parents are separated and really didn’t have a great relationship through my whole life, but it didn’t really affect me. I know they both had their flaws and sometimes was right, and sometimes was wrong, but I always understood how to see what they did wrong and reverse it in my own personality.

Basketball is a big part in my life, it has kept me out of trouble too. All throughout high school while my friends were out partying and drinking, I was at the park practicing. Playing college basketball was always a dream of mine. Having dreams and goals is a very good thing. It keeps you occupied and keeps your head on straight, so you do not get caught up in the bad things in life.

Going back to what I was saying earlier about while my friends were drinking. I don’t think drinking is that bad, unless you are binge drinking out of control and you do not know what is going on. Going out and having a few beers with your friends can do no harm. Just as long as you don’t have enough to impair your thinking so much that you make bad decisions that can harm you.

Along with having good values you have to have a very good attitude towards life. Everyone has problems so you need to have good outlets of your problems. I usually deal with my problems in a very rational way. For every problem there is a solution. Sometimes when we get mad we don’t see the solution or we see it but it just seems way to hard to solve. We either don’t know where to begin or don’t know where to go. So we give up. I try not to think like that. If there is a problem I try to fix it right away. For example, if I heard from one of my friends that someone was talking behind my back. I would go to the source, which would, be the person talking. I would go up to them calmly and ask them what was going on. You can’t rely on what others say. Stories get twisted and people like to exaggerate a lot. It also helps when you can go to your family and friends for advice. They are very good outlets for your problems. If you have good family and friends, they can be very understanding and they will listen more than the usual person would. I have been fortunate enough to have family and friends like that.

I am not saying I am issue free at all. I think my biggest problem is judging people. Sometimes I think that my life is so good that everyone should be like me. Every now and then I have to sit back and think, wait a second, people have a lot more problems than me and deal with them differently than I do, which is not wrong at all. Who knows, I might be the one with the wrong outlooks and ways of thinking.

I think I could overcome his by just changing my way of thinking. When you start understanding that people can think differently than you do and deal with things differently that will make you a better person. This is a big problem with everyone. Understanding that you can help this person with their problems but still giving them the chance to vent and deal with things there selves is good. You can only help them as far as they want to help themselves. You can’t control them or nor should you want to. If they want to change they need to take the first step and that is knowing that there is a solution and that this problem is just one of many speed bumps you will come to in life. You may just need to point them in the right direction and be that friend to just listen and understand. I think if everyone had this mind set that the world would be a better place.

As you can see I have my own little outlook on life. It isn’t nothing really new, it may be what you call a regular outlook of a 20 year old college student. But throughout the last 20 years of my life, I don’t think I have been depressed or wished my life was a whole lot different. My parents have been separated and bad things have came in my path but it hasn’t slowed me down. I just deal with my problems and look at the brighter side of life. Life is too short to worry about the small, petty things. Philosophy class this year was very confusing, but still opened my eyes and made me think of how I felt about things. It made me look at my own life a lot closer and analyze it. Aristotle and Plato both had some similar ways of thinking. I agreed with a lot of what they said, even though I might not go into it, or think about it as much as they did. I guess you can say my philosophy would be go with the flow, be happy, stay out of trouble and live life.

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My Preface on Concepts of Politics

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My preface on Concepts of Politics

Democracy refers to a government system in which either eligible state members or the whole population governs the state and is mostly done through the elected representatives. Canada is an example of a state that practices democracy, to be specific, parliamentary democracy. The various political concepts are as discussed below.

Government is a political concept that revolves around mechanism through which the citizens are ruled or controlled (Key Concepts in Politics, 2007). The central feature of governance is its ability to collectively make decisions and its capacity to enforce these decisions that have been made. Governance may also refer to the collective body of the institutions or people who make and ensure that the laws or rules are enforced for the larger community. A democratic state would conduct a free and fair election to elect the people who will make and enforce the laws on behalf of the larger community.

Human nature is another political concept (Key Concepts in Politics, 2007). It is the immutable and essential character of human beings. This concept basically highlights what is innate about the human beings and what is considered natural about the human life. It fails, however, to emphasize on what human beings might have gained through the various forms of education or through their own social experiences. Most of the political doctrines form their basis on theories about human nature and in most cases these doctrines are simply implied. This concept does not overlook how complex human beings are.

Law is a political concept which refers to a set of enforceable and public rules which are applicable throughout the political community. For a rule to be law it must be compulsory, made by the government and must be published and recognized by the citizens as the rules of the land. Power is broadly referred to as ability to achieve an outcome that one desires. It revolves around one’s ability to keep themselves alive to the ability of the government to promote economic growth. Political analysts however see power as one’s ability to influence others to do something that isn’t of their choosing.

The state is an association which is political and has established a sovereign jurisdiction within territorial borders that have been defined (Political Concepts, 2014). The state establishes permanent institutions and then uses them to exercise authority. These institutions are public and the state portrays permanent interests of the society. Sovereignty, as a political concept, is simply the rule of unlimited or absolute power. It is divided into two that is legal and political sovereignty.

In summary, the various concepts of politics include sovereignty, the state, power, law, human nature and government. These concepts are important in political fields such as political science as they set the guidelines or the rules of engagement to be used in politics.

Reference

Gad, U. P., & Petersen, K. L. (2011). Concepts of politics in securitization studies. Security Dialogue, 42(4-5), 315-328.

Aalberg, T., Strömbäck, J., & De Vreese, C. H. (2011). The framing of politics as strategy and game: A review of concepts, operationalizations and key findings. Journalism, 1464884911427799.

Citizen United V. FEC

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Citizen United Verses FEC

On January 21, 2010, the Supreme Court gave what is definite to become a momentous presiding in the case of Citizens United v. Federal Election Commission. In a 5-4 presiding, the Law court struck down federal confines on what associations, including unions, nonprofit organizations, and profit corporations, might say during elections. A prohibition on direct contributions to contenders was left in place. The preponderance thought that the speech restrictions desecrated the First Amendment and laidback political manifestation. With this presiding, the Supreme Court appeared to antithesis the tendency of the past century’s tendency, which resulted in larger confines to corporate political discourse and activity.

Citizens United pursued an injunction contrary to the Federal Election Commission in the US District Law court for the Constituency of Columbia to stop the request of the Bipartisan Campaign Reform Act (BCRA) to its Movie Hillary: The Movie. The film showed sentiments concerning whether Candidate Hillary Clinton would be a good head of state. In an effort to control “big money” movement contributions, the Bipartisan Campaign Reform Act puts into practice several constraints to campaigning communications (Kantor, 2018). Segment 203 of the BCRA averts labor unions or corporations from financing such communication from their common funds. Sections 201 and 311 necessitate the revelation of contributors to such communication and repudiation once the communication is not sanctioned by the contender it aims to support.

Citizens United debated that Section 203 break up the First Amendment on its face and once practical to The Movie and its linked advertisements. Also, Sections 201 and 203 are unconstitutional as applied to the state of affairs (Rainford, 2018). The US District Court of law repudiated the injunction. This was because Section 203 on its feature was not unconstitutional for the reason that the Court of law in McConnell v Federal Election Commission had previously reached that resolve. The Court also alleged that The Movie was the purposeful comparable to express advocacy, as it tried to enlighten electorates that Candidate Clinton was not fit for office. Therefore Section 203 was not unconstitutionally practical. Finally, it apprehended that Sections 201 and 203 were not unconstitutional as practical to the Movie or its advertisements.

Reference

Kantor, C. J. (2018). Citizens United v. Federal Election Commission, and the Inherent Unfairness to the “Un-united” American Citizen.

Rainford, C. (2018). Cornering the Political Speech Market: Consequences of Corporate Speech Following Citizens United v. Federal Election Commission

Government

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Civil War and the Constitution

At a time when the Civil War was taking place, the United States Senate had a significant impact. Even though President Abraham Lincoln and his military commanders are often the focus of wartime history, the Senate had to deal with war-related matters even before Lincoln took the oath of office and continued to do so throughout the war. As a result of the attack on Fort Sumter, the Capitol quickly became a sea of troops. We even had a temporary base of operations in the Senate Chamber! As well as housing a bakery, the Capitol also as a temporary hospital for the soldiers in need of medical attention (Masera et al., 2022). After thereafter, the Senate faced a series of high-stakes constitutional battles as it carried out its legislative and oversight responsibilities. The Senate and the House of Representatives worked together to enact momentous legislation that continues to define our country today. For many years after World War II, a number of senator-led discussions on civil rights and emancipation, as well as constitutional changes guaranteeing the rights of citizenship, took place.

Supreme Court and Jim Crow

As a result of Jim Crow, blacks were not given the same rights and opportunities as their white counterparts. To construct Jim Crow, the Supreme Court of the United States was crucial.

The 13th, 14th, and 15th Amendments ensured the freedom, citizenship, and the right to vote for African-Americans in the United States. The Civil Rights Act of 1875 prohibited the segregation of schools, public facilities, transportation, and juries, among other things. During Reconstruction, the Supreme Court seemed ready to assist in the advancement of African Americans. To confine juries to whites was unconstitutional and infringed on the 14th Amendment rights of African-Americans in Strauder v. West Virginia, which was ruled by the Supreme Court in 2013 (Wiegand, 2021). A white jury had found two African-Americans guilty in the case of Virginia v. Rives, and the Supreme Court upheld their convictions. The Court argued that since there were no black jurors, a black defendant/rights plaintiff was not disadvantaged. Strauder made it clear whites may discriminate lawfully without violating federal law. People of color had no recourse in court and were tried by a panel of whites alone. Victims of crimes against blacks were almost never held accountable. Segregation and discrimination was unpunished as long as the state was not involved.

Litigating Equality

The constitutional assurance that no person or organization shall be denied the protection of the law that is enjoyed by like individuals or groups is known as "equal protection" in the United States of America. To put it another way, people in comparable situations should be treated equally. All similar instances are given equal treatment under the laws, and no one is subject to responsibilities higher than those placed on others in similar circumstances, which is what is meant by "equal protection." State governments cannot refuse any individual "the equal protection of the laws" under the Fourteenth Amendment, which was enacted in response to the American Civil War.

How the Courts have Evaluated Civil Rights Concerns

The Supreme Court has dealt with a wide range of civil rights disputes, including racial and gender discrimination, sexual orientation discrimination, and issues relating to disability rights. In Korematsu v. U.S. (1944), the Supreme Court affirmed the conviction of an American of Japanese ancestry who had been prosecuted for staying in California after a presidential directive in 1942 designated most of the West Coast as a "military region" and required transfer of most Japanese-Americans from California.

References

Masera, F., Rosenberg, M., & Walker, S. (2022, January 16). The Power of Narratives: Anti-Black Attitudes and Violence in the US South. Papers.ssrn.com. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4009956

Wiegand, W. A. (2021). Race and School Librarianship in the Jim Crow South, 1954–1970: The Untold Story of Carrie Coleman Robinson as a Case Study. The Library Quarterly, 91(3), 254–268. https://doi.org/10.1086/714314

City University of New York

Borough of Manhattan Community College

Department of English

English 101-5006 Hybrid Online: Composition I Online

Fall 2022; 3 Credits

Prerequisites and Co-requisites

Pass CUNY Reading and Writing test (CATW).

Required Texts and Materials

All readings posted on Blackboard.

Welcome to English Composition 101

Welcome to English Composition 101, hybrid online (asynchronous and five scheduled meetings: This course will only meet in-person in Fiterman 411 on the following Thursdays: September 1, September 22, November 3, November 17, and December 8 from 6-7:40 pm; The remainder of the course will be online in the asynchronous format.)

Course Description

English Composition is the standard 3-credit freshman writing course introducing students to academic writing. By its conclusion, students will be ready for English 201 and the writing they will be asked to do in advanced courses across the curriculum. Students completing English 101 will have been taught the fundamentals of college-level reading and writing, including developing a thesis-driven response to the writing of others and following the basic conventions of MLA citation and documentation. They will have practiced the skills necessary for success in college and in the larger world: summarizing, classifying, comparing, contrasting, and analyzing. Students take a departmental final exam that requires the composition of a 500 words thesis-driven essay analyzing two essays.

This is a Hybrid and asynchronous online course; all graded coursework is solely online; the five meetings will involve strategic review and guidance but are not included in part of your grade.

The course will involve one to two primary-text weekly readings (and possible supplementary readings, where noted). You are responsible for responding to each reading in the form of a 250-word Discussion Board response and to respond to three other students posted on the discussion board before the week ends. You will not be able to read or respond to other students until you first post your own 250-word response. I will respond weekly to the entire class discussion board’s posts. (I will not always respond individually to discussion board posts but I will if there is a problem; I will respond individually to student writing on the five formal writing assignments as noted on the syllabus). 

Questions can be addressed to me personally through my email. I will respond within 48 hours. 

General education learning outcomes:

Communication Skills. Students will be able to write, read, listen and speak critically and effectively. (Measured in papers 1-5)

Arts and Humanities. Students will be able to develop knowledge and understanding of the arts and literature through critiques of works of art, music, theatre, or literature. (Measured in papers 1-5)

Values. Students will be able to make informed choices based on understanding of personal values, human diversity, multicultural awareness and social responsibility. (Measured in papers 1-5)

Information and Technology Literacy. Students will be able to collect, evaluate, and interpret information and effectively evaluate information technologies. (Measured in papers 1-5)

101 Learning Outcomes: Students completing 101 will

Organize, develop, and revise at least four thesis driven essays that include substantial support and use a variety of rhetorical strategies. (Measured in papers 1-5)

Summarize, paraphrase, and quote from readings (Measured in papers 1-5)

Critically analyse numerous readings (Measured in papers 1-5)

Demonstrate a command of edited American English, using vocabulary and syntax appropriate to college level work (Measured in papers 1-5)

Demonstrate a command of the MLA conventions of citation and documentation (Measured in papers 1-5).

Pathways Learning Outcomes for Composition. A course in this area must meet all of the following learning outcomes. A student will:

Read and listen critically and analytically, including identifying an argument’s major assumptions and assertions and evaluating its supporting evidence. (Students will read essays and identify the major assumptions and assertions and evaluate the supporting evidence before quoting that essay in their work).

Write clearly and coherently in varied, academic formats (such as formal essays, research papers, and reports) using standard English and appropriate technology to critique and improve one’s own and others’ texts. (Students will write thesis-driven essays, including research, and will read each other’s essays and provide advice)

Demonstrate research skills using appropriate technology, including gathering, evaluating, and synthesizing primary and secondary sources. (Students will write thesis-driven essays using scholarly websites and will gather evaluate and synthesize primary and secondary sources).

Support a thesis with well-reasoned arguments, and communicate persuasively across a variety of contexts, purposes, audiences, and media. (Students will write thesis driven well supported essays across a variety of contexts).

Grade Breakdown (How to pass this class)

Discussion Board class participation: 20% (Missing more than two weeks of class participation on Discussion Board (DB) will result in automatically failing the course—no exceptions.)

Paper 1: 10%*

Paper 2: 10%*

Paper 3: 15%*

Paper 4: 15%*

Final department exam essay: 30%

Class Discussion Board

For each reading assignment, you are required to write a Discussion Board entry, where you will write a critical response of no less than 250 words (detailed and concrete). (See Discussion Board guidance handout for help with writing your post.)

The readings are usually assigned on Monday (the exception is college holidays; see course schedule/map for holiday details). You typically have a week window to post your Discussion Board comments (again, the exception is college holidays, when you may have a slightly shorter or longer deadline; consult course guide/map where all deadlines are clearly noted).

However, you must also respond in 100 words to three classmates’ Discussion Board comments. Failure to respond to the required number of students will result in losing points. See Discussion Board grading guidelines to see how Discussion Board is graded.

You are strongly encouraged to read ALL the students Discussion Board comments. Discussion Board is your key to understanding the readings and see what other students are thinking. Communicating with and helping fellow students is the key to doing well in an online class. You are part of a learning community and Discussion Board is where you engage with your fellow students to develop that learning community.

As noted, you have about a week window to post and read comments. I strongly suggest that you post your comments before the deadline so others can read your comments and you have enough time to read other classmates’ posted comments. As noted elsewhere, online learning allows you more freedom to set your schedule but it also demands more discipline and planning. You ALONE are responsible for your schedule and doing the work. If you cannot work within your own schedule, then you will not pass this course. The deadlines and missed deadline penalties are fair enough that it allows for some personal wiggle room and still pass the class, although any missed deadlines will still affect your final grade. It’s only fair to everyone.

Each week, you must attempt to respond to different students. You are free to respond to more than the required number of students. That can favorably affect your grade but it will also add to success of the online community. However, please note that you CANNOT respond to more than three students during one week to make up for missed participation during any other week. The penalties for missing deadlines are final and nonnegotiable.

Finally, I will respond to the entire classes Discussion Board posts through an announcement and email as well as on select student’s posts.

** You cannot miss more than two weeks, not necessarily consecutive, of Discussion Board posts or you will FAIL the class. The links close each Sunday (except on holidays as noted on schedule) by midnight and posts cannot be made up. You will be unable to read other students’ posts until you first write your own 250-word post. NO Exceptions. **

* Assignments due dates: No late or emailed papers accepted.

Academic Adjustments for Students with Disabilities: Students with disabilities who require reasonable accommodations or academic adjustments for this course must contact the Office of Services for Students with Disabilities. BMCC is committed to providing equal access to all programs and curricula to all students.

BMCC Policy on Plagiarism and Academic Integrity: Plagiarism is the presentation of someone else’s ideas, words or artistic, scientific; or technical work as one’s own creation.  Using the idea or work of anther is permissible only when the original author is identified.  Paraphrasing and summarizing, as well as direct quotations, require citations to the original source.  Plagiarism may be intentional or unintentional.  Lack of dishonest intent does not necessarily absolve a student of responsibility for plagiarism. 

Students who are unsure of how and when to provide documentation are advised to consult with their instructors.  The library has guides designed to help students to appropriately identify a cited work.  The full policy can be found on BMCC’s website, http://www.bmcc.cuny.edu/academics/page.jsp?pid=1052&. For further information, please consult the college bulletin (also available online).

Schedule

(In some cases, readings may be added or subtracted during semester.)

Week 1: August 25-28

On Blackboard:

Blackboard Orientation completed.

Syllabus and course schedule guide survey completed.

Introductions posted on Discussion Board.

Week 2: August 29-September 1

Theme of Location.

“W 103rd St.,” Burroughs.

“Hudson St.,” Jacobs.

Week 3: September 6-11

“Take The F,” Frazier.

“Fifth Avenue, Uptown,” Baldwin.

Assignment Essay 1 Handout: Location.

Week 4: September 12-18

“Marrying Absurd,” Didion.

**Assignment 1 due Sunday, September 18, by Midnight: submitted on blackboard.**

Week 5: September 19-25

“Self-Respect,” Didion.

Film: Shampoo, Hal Ashby, director.

“Shampoo” film review, Kael.

Week 6: September 28-October 2

Assignment 2 handout: Self-Respect and Shampoo; locating a theme, defining your terms within a

genre comparison.

**Assignment 2 due Sunday, October 2, by Midnight: submitted on blackboard.**

Week 7: October 3-9

Wright, “My First Lesson in How to Live Like a Negro.”

Essay 3 assignment handout: Wright, “My First Lesson in How to Live Like a Negro”: critical analysis and

point of view. Due next Sunday, October 16 by Midnight: submitted on blackboard.**

Week 8: October 10-16

“American Childhood,” Dillard.

**Assignment 3 due Sunday, October 16 by Midnight: submitted on blackboard.**

Week 9: October 17-23

“Social Class and the Hidden Curriculum of Work,” Anyon

Week 10: October 24-30

“Drown,” Diaz.

“Complexion,” Rodriguez.

Week 11: October 31-November 6

Assignment 4 handout: Research Paper assignment.

Will begin reviewing research article for final paper.

**DUE DATE: Monday, November 28th, by midnight (or before!)**

Week 12: November 7-13

Final Exam Reading One:

“We’re All Socially Awkward Now,” Murphy

Week 13: November 14-20

Final Exam Reading Two: “How Camera Phones Stunt Bravery and Short-Circuit Human Decency,” Thorkelson***Thanksgiving Break November 24-27***

Week 14: November 21-November 27 No Work Assigned

Week 15: November 28-December 4

Final exam review.

**Final paper DUE DATE: Monday, November 28th, by midnight**

Week 16: December 5-December 13 (Last class) .

Final exam week December 10-13. Exact date to be announced.