“Everyday Use”

Ahmya Ash                                                                   

Advanced Composition 213

Professor Ruby Lewis

October 29, 2020

“Everyday Use”

In Alice Walker’s “Everyday Use,” Dee (Wangero) Johnson neglects her real heritage and adapts a new one, while belittling her family who lack education. Dee remains unevolved throughout time no matter her changes in beliefs. Although Dee achieves her goals by overcoming her circumstances such as poverty and racial discrimination, she is not admirable for her achievements or courage. She is selfish and self-centered, and remains unchanged from her childhood to now after several years. When she was younger her family’s house burnt to ashes scarring her sister and leaving her family to start over again. Her mother “Mama” believes Dee watched the house burn in awe and that she should have done a dance around the ashes. Dee’s disregards empathy for her sister’s tragic experience, and lack of gratitude for the money raised for her education, gives insight to how self- centered she is. Additionally, Dee continuously gravitating towards nicer more luxury items. Her desire for quilts indicates her static behavior. Dee usually parades around with flashy attire, making her a target to envy by her friends and family.

Dee’s relationship with her family first became estranged after she left for school in Augusta. Dee is the only one in her family that has the privilege of higher education. Mama and her sister “Maggie” did all that they could to raise money at the church to send her to college. Doing so, Mama noticed the first time Dee showed any sort of affection towards Maggie, which gives you context into Dee’s selfishness. Maggie, who is very timid, often gets anxious and nervous around her sister. Dee is exceptionally beautiful compared to Maggie, which does not aid in closing the animosity between sisters. While at school Dee was exposed to a life outside of rural and farm like living. She surrounds herself with individuals who are “woke” or actively seeking knowledge about their ancestry. Indulging herself in the Black Consciousness Movement, she adopts a new-found persona or “heritage.” She does not have the best understanding of African culture. While on this journey she simultaneously neglects her own roots. More concerning, Dee’s attempts to try and “wake up” the community is more counterproductive than productive. She ultimately demeans and degrades her family and friends instead of inspiring their development.

During the Black Consciousness Movement, Dee acquired a new Afrocentric identity. Dee’s persona becomes loud, garish, and judgmental. She operates under the guise of “Black Pride” and a “pre-slavery identity” which is popular amongst many black college students of the 1960’s. Dee’s colorful attire and preference to be called “Wangero” seems forced and without nuance. Her appreciation of “everyday” objects, like the butter churn and quilts lies not in their practical usage, -but in the history of the objects. She seeks to reclaim these artifacts rather than use them in everyday life, which does not sit well with Mama. Dee challenges people including activists, separatists, or anyone else who disregards or rejects her version of Black legacy. The individuals who indulge themselves in the Black Consciousness Movement have a romanticized view of Africa. They do not embrace the cruel reality of what it is to be Black in America. Much less embrace the strength it takes African Americans to persevere in such circumstances. Dee has a theoretical domain of a belief system. This system stands out completely from the natural, and physical, work concentrated way of life Mama and Maggie are used to.

Dee’s distorted perception of her heritage stems from her not wanting to be connected to slavery. It is evident that Dee is more into displaying her new-found beliefs as a way to make herself feel more empowered in her life. Rather than embracing her history in a way that represents and expresses her ancestor’s trials and tribulations. Dee chooses to showcase parts of her life that look good. She picks and chooses that parts of her heritage that she wants to acknowledge and disregards the ones that don’t serve her image. She skips over the pain of the past and only shows a highlighted reel. Quite the opposite, Mama and Maggie have embraced all parts of the life they have built. Dee is fascinated by their rural authenticity, snapping photos while she visits them like they are on display at a museum. In doing so, Dee viably disrespects and cuts herself off from her family. Rather than respecting and grasping her authentic roots, Dee looks down on her family’s poverty. She believes herself to be above them.

Dee (Wangero) lives in her own world as she tries to find her new identity within African cultures. She has rejected her real and known heritage in favor of a constructed one. Dee does not think her sister and mother understand the value in their family’s artifacts. She has the vein idea that her ancestors’ belongings should be preserved. Being detached from the objects themselves she believes they should be preserved and admired later. Mama and Maggie have a personal bond to their family’s belongings. They have cherished the relationships with those who had them before. For Mama and Maggie using the possessions like the hand-stitched quilts, it is a way to keep the memory alive of those who made them. Due to Dee’s superficial nature she rather possesses items of her grandmother to show off to her peers. Which is ironic because at the same time she denounces her name which was also her grandmothers’. Dee is so determined to detach herself from her actual heritage, she ultimately loses herself in a fictional identity.

How Has The Gay Rights Movement America Evolved Since The 1960s

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How Has The Gay Rights Movement America Evolved Since The 1960s?

In the past, gays were looked down upon as insane or outcasts because majority of the people did not want to be associated with gays. As a result, the gay community lived secluded from the society like people suffering from leprosy. The United States has in the recent past accepted gays as part of the community, but in order to be recognized the community has to persevere or endure a number of challenges.

The documentary video titled “American Experience: Stonewall Uprising,” brings out clearly the struggles that the gay people had to undergo in order to be recognized. The documentary brings out the events that led to riots at the Stonewall Inn in the City of New York in the year 1969. In the 1960s, being a gay was not only illegal but was regarded as a sign of insanity. The documentary shows that the police were aware of the gay community, but they were paid to leave them alone.

The police would carry out raids early in the day, but on that particular night, things were different as a large crowd confronted the police the following night. The aftermath of the confrontation was that the gay community came out in public for the first time ever. One year later, the first ever-gay parade was held to defuse the notion that gays were insane people.

In the elections that took place in the 1970s, a man by the name Harvey Milk, became the first ever open gay to be elected to a political office. He was elected to serve at the San Francisco Board of supervisors. Unfortunately, he was assassinated by a former rival who was later arrested and brought to justice; an event which was as historic as his election. Individuals who were never brought to book had murdered many African Americans during the civil rights movement; that was a signal that people were starting to take the gay movement seriously.

The early 1980s was another milestone for the gay community because the AIDS epidemic had just started during this era. Many gay people felt that they were not given any health care services. This compelled them to hold rallies in a bid to sensitize their members about the disease. In the year 1987, the gay community added another feather on their hat: a congressional representative by the name of Barney Frank came out and stated that he was gay. This was an achievement because the gay community had one of their own serving in the House of Representatives.

The early 1990s saw a rise in gay unions, thus opening a door for gay marriages. This era was not smooth sailing for the gay community because a policy known as “the Don’t Ask Don’t Tell” was put in place. The law banned gays from serving in the military. As a result, majority of the gay community had to hide their identity. The policy was however repealed by the Obama Administration on July of the year 2011. This meant that after 20th September 2011, gay people were now confident of revealing their identity without fear of discrimination.

In the year 2012, Congresswoman by the name of Tammy Baldwin successfully clinched the title of the first ever openly female gay in the United States House of Representatives after convincingly defeating the former Wisconsin Governor Tommy Thomson in the 2012 elections. This made her the first ever openly gay person male or female to be elected senator.

Conclusion

The gay rights movement has undergone tremendous changes since the 1960s. The gay community is no longer regarded as a bunch of insane people. Their rights are now being respected and the community has learned to accept them as part of them. Gay people can now marry and live their lives just like as other couples. They can have access to health services without fear of victimization. Laws that were against the rights of the gays no longer dominate the world because those that protect the gay community thrive all over the world.

how news reporting has changed with advent of the internet and converging media

Social Media

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Journalism in the Digital Age

The United States press has for a long time in history evolved in terms of openness and freedom. Society has been affected tremendously, due to the interne also, in news reporting. Through the internet, it is now possible for news to be reported immediately as well as information sharing taking place. The mentioned two dynamics can be combined with various technologies that can be used by the news industry. Furthermore, a significant transformation in news reporting has been witnessed all over the world. In turn, societies have benefited due to sharing of information, and there have also been set backs in the process (Goessi, 2011).

Journalists are now satisfied with the internet as it has brought about increased publishing speeds. News reporters can instantly have the news displayed on web pages without having to wait for long hours to print their stories. People are now able to watch real time news as it unfolds on the internet. Before the internet existed, there were limited times when people could access the news (Krotoski, 2011). This was at night, evening, mid day and in the early morning. Fortunately, that is all in the past as people can access the news from various websites. Also, the journalism industry is trying as much as it can to respond to customers requests by providing information.

In the year, 2010, a survey was conducted by the CBS news and it involved around 1800 users of the internet. They ranged between the ages of 25 years to 64 years. According to the findings of the survey, 71percent of them viewed the news on the web as compared to buying newspapers. On the other hand, 44 percent of them spent their time online watching television. It is assumed that the latter also watched news shows online (Goessi, 2011). The provided statistics prove that the internet is extremely vital, as compared to traditional methods of displaying news. Also, it shows that journalists are readily becoming in sync with technology progression. As a result of the internet being used in journalism, news reporting has benefited from added features. It should be known that images and texts are the prime components of newspapers. Through reporting news via the internet, it is possible to have features such as slide shows, color photos and video, among others. Furthermore, it is possible for comments to be left by the readers on the internet news. Stories can also be supplemented by having various contents added to their sites, and example is through twitter. A story can be effectively augmented in many ways by news writers and reporters.

The converging media is responsible for changing how news reporting occurs. Currently, the news focuses on specific areas such as politics and entertainment among others. Boundaries in news reporting have been broken down by the internet, as the consumer and the reporters can now communicate. For example, in some news sites, the services of bloggers are highly evident. They assist the reporters with crucial information, and this is possible due to interaction that is allowed by the internet (Kunke & Gene, 2001). The game and standards of news reporting have been raised significantly. At the end of most news reports, readers have an opportunity to post their comments and this enhances accountability. A lot needs to be done by owners of the media by embracing the internet.

Reverences

Kunke, Thomas, & Gene, Roberts. (2001). “The Age of Corporate Newspapering: Leaving Readers Behind.” American Journalism Review, 32. Krotoski, Aleks. (2011). What effect has the internet had on journalism. The Guardian. Retrieved from HYPERLINK “http://www.guardian.co.uk/technology/2011/feb/20/what-effect-internet-on-journalism” http://www.guardian.co.uk/technology/2011/feb/20/what-effect-internet-on-journalism

Goessi, Leigh. (2011). How the Internet has affected news reporting. Helium. Retrieved from HYPERLINK “http://www.helium.com/items/2207200-how-the-internet-has-affected-news-reporting” http://www.helium.com/items/2207200-how-the-internet-has-affected-news-reporting

How Has This Course Affected Your Way Of Seeing Teaching

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How Has This Course Affected Your Way Of Seeing Teaching?

Even though teachers are appointed to an office, it is vague whether a great deal of what they know is extraordinary: restricted to role incumbent and extraordinary, or marked by personality or degree from normal knowledge, in addition to common sense. The folkways of education explain teaching as customary, learned as well as practiced in a half-conscious manner in which individuals get on with their daily lives. Local mores comprise teaching knowledge held similarly to the folkways and typically founded on them. The private views of teachers are personally persuasive, arising from the atypical experiences, in addition to the characteristics of persons. What distinguishes teaching expertise from the related categories is less what concerns related knowledge than how it is used and held. Although it may develop on the folkways, teaching proficiency surpasses their mastery or expert performance by embracing judgments of suitability and testing of outcomes and less characteristic modes of practice, for instance discussion besides the deliberate management of impasse (Diorio, 2002).

In every activity along with diverse walks of life, people make use of knowledge. Knowledge concerns different things and facilitates diverse kinds of actions. Knowledge also varies in how extensively it is distributed, how it is acquired and held. Knowledge also varies in the manner in which it is considered as warranted. Facts can be acknowledged with sentences, names, propositions, artificial signs, as well as their relationships, representations, ideas, habits, concepts, intuitions, judgments, response to stimuli, in addition to all such classes may be diversely defended. When issues are regarded as a matter of rationality, the issue of warrants possibly will not even occur, and even inconsistencies are considered in stride. Individuals gain knowledge in the course of participation in cultural paradigms; such participation enables individuals to be members of particular groups and permits them to execute social roles. Several cultural paradigms have lesser and exceedingly chosen partakers than others. These disparities have to do with their pervasiveness, the scale to which cultural paradigms are diffused throughout diverse walks of life or activities. They affect, sequentially, the scale to which knowledge is esteemed by as well as divided amongst or dispersed over different groups.

Although individuals reward common sense and judge some scant knowledge ornamental, the arcane has a propensity to be valued increasingly highly than common knowledge (Elbaz, 2003).

Is Teaching Knowledge Special?

Teaching is an all-encompassing act, which is diffused through all walks of life and activities. Individuals in all manner of occupations are trained how to perform their jobs, more often than not by persons who are not qualified as teachers. In day to day life, individuals show one another how to perform different things, explain concepts or procedures, in addition to responding through approving or correcting the apprentice in the circumstances. People turn out to be proficient native speakers with a higher scale of success than the teachers who hold university degrees have in generating readers. Paradoxically, the notion that several people are deficient in communicative proficiency is a relic of universal schooling. Each day, millions of students observe their teachers for approximately six hours every day, throughout the week, for close to twelve years. This observation apprenticeship grants them a close-up, comprehensive analysis of how teachers perform. It then follows that, in most cases, teaching knowledge is not regarded as special, and therefore, people are undecided in relation to its significance. Just as everyday experience, and common sense, teaching knowledge is rated too low, yet appreciated. As far as teaching is concerned, the question begs, who should be considered as the ignorant? In the event that participation in cultural paradigms entitles an individual to role performance, only a few would seem to be excluded from teaching. This would include, probably only the flagrantly immoral and demented. When individual biography, as well as, daily experience presents feasible recipes, special training for teachers do not require being lengthy or arduous. What may not have been acquired in school life can be learned through teaching. Teachers’ informal, professional socialization may offer the key to a great deal of the operating knowledge of teachers. This accounts for its psychologically biased, in both tendency and fact, collective, commonsensical nature (Diorio, 2002).

The Indistinct Status of Teaching Knowledge Matters

Similar to the invention of the wheel, teaching was introduced in ancient times. The teaching folkways are uncomplicated, like the profession, plain and visible to all. Whereas wheels as well as the teaching activities both bear several innate characteristics, for example, abstract geometrical characteristics, cognitive objectives and outcomes. The great majority of people in normal circumstances may get things done without a clear understanding of them. The focus on teaching knowledge is hence no trivial; rather, it is an endeavor to be descriptive, as well as, to circumvent foregone conclusions with reference to teacher advocacy, in addition to, denials or ascriptions of professional status. Even though a fundamental and an obviously motivating factor in contemporary debate in regard to the knowledge teachers employ and hold, these matters are of no consequence when trying to comprehend the lights that teachers exist by. For a mass profession dominated by females, with an unexciting career, comparatively low remuneration in addition to status, low retention and eased entry, those ambiguities may be considered an advantage, for they denote that occupational commitment may not be requisite for attaining teaching knowledge. In reality, these structural characteristics of the career may be correlates of its cognitive foundation in the teaching folkways (Steltenpohl, 2004).

The majorities of theorists regard these ambiguities as vices and invoke their arcane descriptions of teaching knowledge in opposition to the folkways. These theorists invoke expertise where individuals think that rationality suffices. They rely on teachers’ personal beliefs and descriptions as proof of teaching knowledge that is unique. These theorists usually disparage what people learn in relation to teaching through and working living, but do not find much that is positive in formal education either. From time to time, a number of theorists act as though the invention of teaching is yet to be. These theorists may be both right as well as wrong, in that, they are wrong to dismiss or disregard the folkways of teaching, and right in making upsetting inquiries. They are right in believing that teaching is more than commonsensical, wrong in assuming that the personal beliefs of teachers ought to be held for outstanding motives (Elbaz, 2003).

Conclusion

Usual college teaching is improbable to upset the commonsense concepts of what teaching entails, although it extends the observation apprenticeship to approximately 13,000 hours. Specialized courses for teachers have a propensity to confirm these concepts by being of a rational nature themselves, or through not being, or apparently being, too theoretical. In general, formal mechanisms of socializing in teaching are a small number and brief in duration, not exceptionally arduous, and bear weak effects. The teachers on the contrary consider practice teaching as the most significant component of their preparation.

References

Diorio, J. A. (2002). Knowledge, Autonomy & the Teaching Practice. Curriculum Inquiry, 10, pp. 257-282.

Elbaz, F. (2003). Teacher Thinking: Study of Pragmatic Knowledge. New York: Nichols.

Steltenpohl, S. (2004). Orientation to College: A Reader. Boston, MA: Cengage Learning.

How One flew Over the Cuckoos Nest by Ken Kessey is directly connected to the 60s rebellion and the summer of love.

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60s Rebellion and The Summer of Love

The 1960s were characterized by a social event known as the summer of love, which consisted of people taking part in various rebellious activities. These rebellions were both cultural and political, and everyone was set out to define themselves as a unique and separate individual in society (Anderson 3). Accordingly, creative artists were not left out in this phase of rebellious expression, and they each created pieces of work that reflected their rebellious thoughts and attitudes. The summer of love was considered the most important social experiments in history, as it was the period when individuals took up unusual lifestyles, more specifically, communal living, and free love. Specifically, the summer of love was characterized by creative expression, sexual and political freedom among other things.

Individuals at that time believed that the society had become so dictatorial and bossy, that there was no room left for self-expression. Instead of the society and the authorities bringing out the best in its people, it destroyed their sense of worth and individuality. This, in turn, prompted the need for rebellions so that individuals can attain the freedom that they required to live in their societies. Additionally, women rebelled from society’s perception about their sexuality, and they demanded more recognition in society just as their male counterparts. During this time, women fancied sexual expression, and they felt that the society had constantly oppressed them by restricting how they acted in the society. Essentially, the rebellion was a platform for women to make their demands, which they acquired immediately after. With this, the society saw the introduction of new ways of living in the society, as well as, the creation of public awareness on the importance of individuality in a highly communal society. Though the summer of love was credited for encouraging individuality and expression, research studies have shown that it was responsible for a considerable amount of violence experienced in history (Gitlin 18). Because individuals were intent on expressing their individual thoughts and perceptions, they tended to use violence to assert themselves, which in turn led to the destruction of plenty of lives. Relevantly, one such creative artist whose work has been linked with the summer of love is Ken Kessey and American philosophical and political author. More specifically, his novel, One Flew Over the Cuckoo’s Nest, depicts some of the events that took place during the summer of love and the 60s rebellion. In this novel, the author provides an analysis of the human mind, as well as, human behavior and principles. With the narrative set at an asylum, the author critically analyses the behavior of human beings in relation to individuality and personal expression. The author uses each of his characters to communicate his message regarding human thought and behavior, thus providing a link between the book and the concepts of the summer of love.

This paper presents a critical analysis of the novel, One flew Over the Cuckoo’s Nest by Ken Kessey. The paper explains how this novel is directly connected to the 60s rebellion and the summer of love.

Analysis

As previously mentioned, the novel, One flew Over the Cuckoo’s Nest, has been linked to the 60s rebellion and the summer of love. This is because the novel conveys the same ideas as were existent in the events that took place during the 60s rebellion and the summer of love. At the outset, the novel is set at an asylum, which after a critical analysis, resembles the society in one way or another. The author’s depiction of the asylum was as an institution of oppression, where all the patients in the institutions experienced cruelty from those in authority (Roach 457). In his novel, Kessey brings out the asylum as an institution of instilling discipline in patients, thus giving the impression that one these people leave the institution, they will be better people (Roach 457). This is clearly illustrated in the novel in the statement, “Yes. This is what I know. The ward is a factory for the Combine. It’s for fixing up mistakes made in the neighborhoods and in the schools and in the churches, the hospital is. When a completed product goes back out into society, all fixed up good as new, better than new sometimes, it brings joy to the Big Nurse’s heart…” (Kessey 40). However, a closer examination of this reveals that, the asylum does more harm than good to its patients, making them far much worse off than they were when joining the institution. Kessey’s novel also examines the theme of sexuality, which represents the events that took place during the summer of love, as well as, their consequences. Women in the novel are in search of sexual freedom and the author uses the male characters to bring out the idea of sexual expression by women. The men in the novel have lost their masculinity to women, which are seen as a consequence of allowing women to express themselves sexually. This can be interpreted as one of consequences of allowing the freedom of sexual expression by women, thus, relating to the consequences of the 1960s rebellion and the summer of love.

In essence, the author utilizes imagery to represent the events that took place during the 1960s rebellion, and the summer of love. The members of staff, as well as, the equipment used in the asylum represent the different scientific and political mechanisms that society exploits to gain control over the people living in that particular society (Roach 458). By doing this, the author allows the readers to understand the link between his message in the novel, and the events that took place during the 1960s rebellion and the summer of love. The communities at the time felt that they were under oppression from the authorities as the authorities dictated what how people would behave and think. For that reason, individuals expressed themselves as a community, as opposed to, their individuality hence the sudden rebellions that took place during this time. Just like in Kessey’s novel, individuals living in the 1960s felt the need to free themselves from this social control, so as to express themselves accordingly in the society. This further illustrates the link between the novel and the rebellions that took place during the summer of love. Another way that Kessey’s novel can be linked with the 60s rebellion and the summer of love, is in the theme of expression of sexuality and the emasculation of men in society. Just like in the rebellions, women in the novel assert their sexuality accordingly, and they use their sexuality to attain their needs and desires (Horst 15).

Work cited

Anderson, T. The Movement and the Sixties: Protest in America from Greensboro to Wounded

Knee. Oxford: Oxford University Press, 1995. Print.

Gitlin, T. The Sixties: Years of Hope, Days of Rage. New York: John Willey, 1993. Print.

Horst, L. Bitches, Twitches, and Eunuchs: Sex Role Failure and Caricature in Pratt, J, One Flew

Over the Cuckoo’s Nest: Text and Criticism. New York: Penguin Books, 1996. Print.

Kessey, Ken. One Flew Over the Cuckoo’s Nest. USA: Viking Press, 1962. Print.

Roach, Jason O. Review: One Flew Over the Cuckoo’s Nest. British Medical Journal, 321.7258

(2000): 457-459.

‘We the Best Scouts’ organization

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Date

2148 West 20th Street,

Dallas

wethebestscouts@gmail.com

March 2rd, 2021

Erick Ramirez

555 SW 8th Street #503

Miami FL, 33199

Dear Ramirez,

I would like to take this chance to greatly welcome you to the ‘We the Best Scouts’ organization. Am much happy for you now that you are fully accepted to be one of our members. As the president of the club which is committed to building a better world, I welcome you fully so that we walk together in this journey towards the aim of facilitating the growth of young adults.

‘We the Best Scout’ is one of the operational and influential organizations in our school that has played a major part in positively impacting and changing the lives of the students. Our club was responsible for planting five hundred trees that nowadays purify the air and benefit the school in many ways. Remember that we are the club that cleans the school each Wednesday.

Upon joining our club, you will be trained for one week on our rules, mission, vision, and the role you will play in the organization. The training will commence on next week Monday at the scouts’ room number two. You will be required to demonstrate the Scout sign, salute, and handshake. You will also need to come along with a copy of your identification document and school documentation card. In our club, expect to gain more confidence, be responsible, and be self-sufficient. Our scout organization will give you more social skills and access to activities and opportunities that might are not available to other students.

I once more thank you for your acceptance into this amazing organization. Your membership in this club will add a lot to your resume. Scouting is fun with a purpose, directing, and aiding girls and boys in our school to be happy, healthy, and useful individuals. It creates self-knowledge, and the urge to explore and discover the world beyond the classroom.

Thank you for your interest in this school organization. You are fully welcomed to be one of us. You can reach us through our email provided in case you have any inquiries.

Best Regards,

Antonio Banderas, President

We the Best Scouts Organization

“Free Speech Can Be Messy, But We Need It’

“Free Speech Can Be Messy, But We Need It’

By Lee Rowland, ACLU attorney

Edited version of a speech delivered on February 13, 2018

Summary Outline

TOPIC: What is the source about? (Write one or two words here.)

THESIS: What is the writer’s overall point about the topic? (Write a full sentence here.)

SUPPORTING IDEAS:

Please review the source, and state the supporting ideas that you find in the numbered list below. There may be more numbers than you need, or you may need to add numbers.

Remember that you are focusing on ideas, not stories, examples, statistics, etc. (Write each supporting idea in full sentences.)

1.

2.

3.

4.

5.

6.

“Free Speech Can Be Messy, But We Need It’

By Lee Rowland, ACLU attorney

Edited version of a speech delivered on February 13, 2018

42734983549180-102020354918 Text Annotations

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The year 2017 was a hell of a year for the First Amendment. Nowhere was more central to this culture war than the campuses of universities across America — including right here at the University of Nevada, Reno.

Two students found themselves embroiled in the biggest free speech controversies of recent years. Peter Cytanovic became the face of white nationalism when a picture of him snarling, holding a tiki torch at the Unite the Right Rally in Charlottesville went viral. On the opposite end of the political spectrum, graduate Colin Kaepernick went on to the NFL and used his position to highlight police brutality and racial injustice by taking a knee during the national anthem. Both men became incredibly controversial for their speech. There were calls and campaigns for them to be expelled for their opinions.

But regardless of whether you agree with one of them, both of them, or neither, the First Amendment protects both of those men and their opinions from censorship and retaliation by the government.

That’s a good thing. Let me tell you why.

It’s becoming more common to call for lower legal protections for speech — specifically, that we should criminalize “hate speech.” I hear this from the left a lot. I think many on the left would love a world where Mr. Kaepernick could take a knee without any worry the government would force the NFL to fire him, but where a government school would still have the power to expel Mr. Cytanovic. This is a dangerous proposition.

I’m a progressive. It’s not hard for meto choose between white nationalism and racial justice. The first is abhorrent and racist. The other is a demand for equal rights. But what if we gave the government the power to decide which of those men was too hateful to speak? Look at our current president — he called Charlottesville marchers “very fine people,” while reserving his ire for Black NFL players, whom he called “sons of bitches.” Your idea of “hate speech” may not be the government’s idea of “hate speech.” I know mine isn’t. But even if you agree with Trump — are you sure our next president will agree with your worldview? You shouldn’t be.

That’s why I’m a true believer in the First Amendment. I am an anti-authoritarian. And I know that the government has historically wielded its raw power to silence those who speak truth to power. And because I want students everywhere to be able to take a knee without fear of government censorship, I know we have to cherish our robust First Amendment — even for speech that is hateful.

But even though I’m a free speech attorney, I find many of the common tropes and myths about free speech unsatisfying. I’m going to explain why I’m a true believer by debunking three of these common myths, and, in the process, hopefully reveal three practical tips for exercising your free speech rights powerfully and strategically.

Let’s start with one myth we all learned in kindergarten:

Sticks and stones may break my bones, but words will never hurt me.

Does anyone as an adult actually believe this? It’s manifestly untrue. I’m a free speech attorney precisely because I believe that words matter. We cannot protect free speech by denying its power.

So why on earth do we teach this obvious lie to kids? Because humans can be vicious. And when kids are at the receiving end of taunts, we want them empowered, not diminished, in the face of that injustice.

In February, notorious troll Milo Yiannopoulos had a planned speech at the University of California, Berkeley. Students and others in the community went nuts. There were protests. There were riots. Things were set on fire. The administration canceled his talk.

In April, there was a repeat — except this time it was Ann Coulter. She was going to speak, school officials said there would be riots, and they canceled her talk. Both of these individuals then spent 2017 identifying as victims of liberal censorship. And my god the media ate it up — they got more attention for being silenced than they did for trying to peddle actual substantive views.

A goal of professional provocateurs is to provoke the campus community into trying to silence them. Think of campus trolls as schoolyard bullies. Oh, their words definitely hurt. But the real question is: How do we respond to that hurt? A troll wants you to censor them. It feeds into their power and gives them something to sell. You don’t have to play that role.

Yes, there is power in hateful words. But there is also power in sass — in unwillingness to be goaded into a fight or to play the role of censor.

But not all words wound in the same way. That brings us to our second myth:

Hate speech isn’t protected by the First Amendment.

I often hear younger people say that hate speech isn’t protected by the First Amendment. But that’s untrue. As President Trump’s views of Mr. Kaepernick should make plain, “hate speech” is a flexible concept. Just this week, the Spanish government arrested and charged a man with “hate speech” for calling cops “slackers” on Facebook. That’s what criticizing the government looks like without a First Amendment. “Hate speech” can easily be redefined as speech that threatens the state.

But we shouldn’t only protect speech out of paranoia — there’s an upshot here, too. Our history shows the same First Amendment that protects hateful, racist speech can be and has been used by civil rights advocates to protect historically vulnerable communities.

Charles Brandenburg was an avowed racist convicted of “incitement to violence” for holding an Ohio Ku Klux Klan rally in the late 1960s. The KKK’s lawyers took it all the way up to the Supreme Court, arguing his hateful ideas were protected by the First Amendment. The Supreme Court agreed with Brandenburg that his vicious, genocidal talk about Jews and Black people was constitutionally protected because it only fantasized about future violence. The court decided that before the government can punish speech, there has to be an immediate and specific riskof actual violence to a real person.

In a vacuum, that result might upset you. But at around the same time, NAACP leader and civil rights icon Charles Evers gave a passionate speech advocating a boycott of racist, white-owned businesses. He promised that he’d “break the damn neck” of any activist who broke the boycott. White business owners sued Evers and the NAACP for — you guessed it — “incitement,” arguing that his violent language had led to riots. But the NAACP looked to that Brandenberg case. Those civil rights leaders appealed all the way to the Supreme Court, to be sure that Mr. Evers benefitted from the same rights as a KKK member. And they succeeded.

The court boiled it down to this question: Are we talking about theoretical future violence, or is there an immediate risk of harm to a real person? And while there is nothing equivalent about the KKK and the NAACP, from that point of view, these cases looked the same.

There is reason to be skeptical that the rights extended to a KKK member will actually trickle down to someone like an NAACP leader. The hard truth is that every right in our society first gets distributed to the privileged and powerful. Americans did not get the right to vote at the same time regardless of sex or race. Today, your rights during an arrest — or your right to carry a gun — do not look the same for all races.

But would you say the answer to that uneven distribution of rights is to eliminate the very constitutional protections that enable us to fight the government when it violates them? No. Distributing our constitutional rights equally is a process. The First Amendment is no different.

It’s our job to ensure that everyone benefits from the same level of constitutional protection, that our free speech rights are truly “indivisible.” Our First Amendment is necessary to ensure that those who challenge the government are not silenced — but that’s not sufficient to ensure justice. We have to do the rest of the work.

So, are today’s students up for it? That brings us to our third and final myth:

Students today are snowflakes.

Public schools and universities are governed by the First Amendment. That means they can’t just keep hateful people off campus because of their views. That means Black and Jewish students have had to face white supremacists on campus; immigrant students have been demonized; women have had to endure campus speakers calling feminism a cancer. I guarantee you that most adults don’t have to pass by a group of people calling for their extermination on their walk into work. I don’t think students are snowflakes. I think you’re badasses.

When I tell you trying to silence or censor political enemies is wrong, it’s not because I think it’s weak. It’s because I think it’s unstrategic and strengthens the force of your opponents. But if silencing hateful speech isn’t an option, what does it look like to be empowered in the face of hate?

Learn more about Students’ Free Speech Rights

Sometimes the answer will be in your numbers. In August 2017, a group of alt-right protesters planned a gathering at Boston Common, labelling it the “Free Speech Rally.” Only dozens of the permit holders showed up. But ringing the Common were 40,000 people standing strong against racism. That huge counter-protest sent a powerful message of resistance: a blizzard of snowflakes. And it made clear the foolishness of one group trying to own the brand of “free speech.”

Sometimes all it takes is a single person to make a powerful statement. A few years ago, a musician, appalled by a KKK rally in his hometown of Charleston, didn’t bother to try to refute the racist ideas — he just followed them around with a sousaphone, loudly oompah-oompahing along. His message of protest was clear — without a single word.The marchers disbanded in short order when forced to peddle their message of hate over a goofy tuba line.

I believe in the First Amendment because it is our most powerful tool to keep the government from regulating the conversations that spark change in the world. If you want to keep having conversations that can change the world, you should embrace the First Amendment too — messiness and all.

I hope unpacking these myths has helped reveal some truths about how we can strategically exercise our powerful First Amendment rights:

Know your history. Know that the same high-water mark that hasprotected the most vile and hateful speakers has also protected civil rights and anti-war advocates.

Don’t silence your way out of a debate. Remember that a provocateur wants you to play censor. If you know that a speaker you disagree with — or one you believe is dangerous — is coming to your campus, remember how counterproductive silencing tactics can be.

Dance to your own tune. You can decide when to counter-protest, when to stage an alternative event, and when to ignore ideas unworthy of debate. The very choices you make for confronting — or ignoring — speech you abhor can become benchmarks for how you handle conflict throughout your life.

Please provide at least five substantive annotations.

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“American Progressivism in the Wider Atlantic World”

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“American Progressivism in the Wider Atlantic World”

“American Progressivism in the Wider Atlantic World” is an article by Daniel T. Rodgers is an article that focuses on a political movement in America that paid attention to ideas, compulsions, and issues that arose from the modernization of its Society. The author begins by referencing Ray Stannard Baker, and his ignorance of the effects nations had on each other (Rodgers 156). The paper’s argument begins with the idea that forces beyond its borders affect every nation, no matter how isolated. For a nation like America that was initially an imperial project, the complicity in world-historical forces significantly influenced it.

The author acknowledges that studies in progressive and New Deal politics are complex without an apparent end. Rodgers states that the United States during the 18th and 19th Centuries was a key outpost for European trade and a lure for European resources, which means it would be difficult to understand the nation without comprehending the North Atlantic trade. Therefore, the article focuses on capital policies and activities of major European economies during the said period. He concludes that the reconstruction of America was tied to movements of politics and ideas throughout this trade and capitalism.

The article continues to discuss the show of might between European nations in terms of economic and military power with Germany and France tied in fierce economic propaganda (157). It goes on to discuss the changes that happened to the Atlantic economy that was refurbished to inspire a new Atlantic-Wide politics that included America, a nation far away from centers where policies for this system were made. Progressive politics was an English denominator that came to America after the New Atlantic economy shook popular political parties. New politicians enjoyed this novel issues and benefited from them as they were propelled to power and popularity. Such figures in America were Theodore Roosevelt and Woodrow Wilson (160). Rodgers calls this new set of politicians Advanced progressives.

According to Rodgers, American Progressives relied heavily on Europe and benchmarked their experience and ideas. From the article, one realizes that advanced progressives during the 18th Century had ambitions borrowed from Europe with cities not controlled by entrepreneurs, contractors, grafters, or franchises but with people aware of their own administration and in control of their fate. The advanced progressive compared their progress against cities like Glasgow and admired how different sides of a political divide were in harness and focused on details.

Works Cited

Rodgers, D. T. (1998). Atlantic crossings. Harvard University Press.

“Just Clean Your Hands” Case Study

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“Just Clean Your Hands” Case Study

How would you feel if your negligence leads to the death of your most valued family member, friend, or relative? Accordingly, every individual must strive to embrace ethical behaviours and duly execute their roles and responsibilities to encourage the wellbeing of other people in the community.

Unfortunately, humans tend to learn from mistakes which could attract detrimental consequences. For example, in the 19th century, many women in Europe succumbed to childbed fever during delivery periods (Case Study 19). Luckily, an appropriate intervention by a brilliant doctor called Dr. Ignaz Semmelweis led to a drastic reduction in the number of deaths. Precisely, Semmelweis commanded every medical staff and student to wash their hands before attending to women in labour. As a result, the mortality rate among delivering women dropped to under one percent (Case Study 20). Therefore, several lives perished before healthcare management discovered the cause and solution to the rampant deaths among mothers. Hence, healthcare management must remain vigilant and proactive in identifying and preventing potential risks.

Although hand-washing proves to be one of the most effective ways through which humans can prevent communicable diseases, some individuals and institutions do not exhibit a hundred percent compliance to practice (Case Study 22). As a result, healthcare-associated infections (HAI) have been common in various parts of the globe. For instance, Canada experienced more than 250, 000 cases of HAI with over 8,000 deaths per year from the infections. Consequently, Canada spent millions of money in handling the HAI (Case Study 20). Hence, healthcare facilities should endeavour to ensure a hundred percent compliance with the hand-washing policy that the Center for Disease Control and Prevention claims to prevent the spread of diseases effectively. Canada, and probably other nations, could not have encountered many cases of HAI, related deaths and expenditure of huge amounts of money on treating the sick had it adopted the policy.

Unluckily, manly healthcare providers tend not to comply with the hand-washing policy even after learning on the importance of the practice and vigorous campaigns. In 2009, only 39 percent of doctors and 65 percent of nurses embraced hand-washing practice. (……Image……( https://www.google.com/imgres?imgurl=http%3A%2F%2Fimages.smh.com.au%2F2009%2F10%2F18%2F797040%2Fwashingcomplaince-graphic-420×0.jpg&imgrefurl=https%3A%2F%2Fwww.tapatalk.com%2Fgroups%2Foneworldtalk%2Faussie-doctors-don-t-wash-hands-often-risk-of-infe-t2879.html&tbnid=Ilw7duK3qk1Q0M&vet=10CIABEDMoogFqFwoTCKj9tsuFg-gCFQAAAAAdAAAAABAC..i&docid=oqPZFvb5oWAtLM&w=420&h=319&q=images%20for%20infections%20from%20not%20washing%20hands&ved=0CIABEDMoogFqFwoTCKj9tsuFg-gCFQAAAAAdAAAAABAC)) ( intext citation: Wallace). Therefore, it is ethically wrong for a nation and its healthcare facilities to allow the spread of infections by not embracing particular strategies that have been tested and proven to be effective in handling contagious infections.

Furthermore, disease-causing microorganisms that are linked with HAI are highly-challenging and difficult to be contained. First, such pathogens exhibit high-resistance to antibiotics. Consequently, the pathogens could lead to more deaths as well as massive costs of research, treatment and care for patients. Besides, some of the microorganisms can survive in harsh environments for more extended periods of up to sixty minutes. Subsequently, there are high chances that pathogens come in contact with more people. As a result, more infections could overwhelm healthcare facilities. Thus, concerned authorities should endeavour to prevent the spread of the diseases to gain better reputations and trust from the public and remain highly-effective and efficient in treating patients suffering from ailments they contracted outside their facilities.

Also, it is hurting and demoralizing to learn that an individual could contract new diseases by visiting healthcare facilities. Instead of treating patients as usual, healthcare facilities would turn out to be the origin of further infections by not embracing hand-washing practices. Besides, healthy people, including healthcare providers, medical students, managers and persons visiting the sick at hospitals could become victims of HAI when hand-washing is not practised. Healthcare staff inevitably come in contact with patients because they could be physically examining them or administering drugs (Case Study 20). Subsequently, the healthcare staff could transmit more deadly pathogens to patients who were initially suffering from acute infections. Although healthcare providers could be unaware of the pathogens, they would be held accountable for the consequences of their actions.

On the contrary, healthcare providers could contract infections from patients. Subsequently, sick healthcare staff would remain less effective and inefficient while delivering relevant services. As part of the management team, therefore, the Board of Governors should strive to ensure a healthy and safe work environment for its employees, patients and visitors to promote better service provision.

As responsible parties, local authorities, especially the Board of Governors for healthcare facilities, should strive to ensure a hundred percent compliance with the policy of hand-washing to prevent HAI. In the long-run, healthcare facilities, local authorities and governments would save lots of money that could otherwise be used to treat new infections, contact further research with regards to the development of antibiotics and establishment of more healthcare facilities. Moreover, the interested parties would not incur substantial expenses in the short-term since the practice of hand-washing demand relatively limited and less-costly resources such as sterilizers, antiseptics and disinfectants. However, additional efforts should be employed to ensure that every healthcare staff, medical student, visitors and other relevant persons wash their hands before coming in contact with patients and their environments. Specifically, more punitive measures should be developed and implemented against individual who breaches the policy. Therefore, the Board of Governors should adequately exercise their mandate and responsibilities of ensuring orderly and operating healthcare facilities where applicable rules and regulations are strictly adhered to by all the concerned parties.

Overall, hand-washing serves as an effective way through which healthcare facilities would discourage the spread of contagious diseases. Unfortunately, a hundred percent compliance of the policy is yet to be achieved. Therefore, concerned authorities, including the Board of Governors, should invest reasonably in ensuring that adequate resources for hand-washing practices are available. Besides, additional efforts should be employed to ensure strict adherence to the policy. Since it is relatively cheap and highly-beneficial for healthcare facilities to implement the strategy, the Board of Governors should use their powers and authority to ensure a hundred percent compliance.

Works Cited

Case Study

Wallace, Natasha. “In The Wash-Up, Doctors Forget About Hygiene”. The Sydney Morning Herald, 2009, https://www.smh.com.au/national/in-the-washup-doctors-forget-about-hygiene-20091018-h303.html.

How I became a ballerina

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How I became a ballerina

I used to watch it in movies, cartoons and wondered if it were real and whether one day I could be able to practice and become a ballerina. A ballerina is a person that trains in dancing on the art of classical ballet. My mum told me I was dancing in her womb any time would hear music. When I became 2years I would dance around the house and when she would put aerobics discs on the television, I would watch her and do the moves with her. She saw it being odd that I could pick up a choreography. I went to Chisholm Trail Elementary School that encouraged children on working on their talents. This was the only school that was putting on a school wide production to emphasize diversity. I trained in school only on club days and got more interested to do ballet at my free time at home.

By the time I attained 10 years I had already enrolled to ballet class which happened on a daily basis including the weekends. I practiced ballet, jazz and modern dance. I also trained at school to complement my ballet training. I knew I wanted to be a ballerina from as early as I can remember. It has been pretty cool to have the same drive and passion for all this years. Being a ballerina did not choose one‘s gender but one had a hierarchy and strict gender roles. It required great extensive training and appropriate techniques to become a professional ballerina.

When I was 10, my coach, Vanessa Pidel realized I had a passion to become a dancer. She was the organizer of the Ballet Royale Institute of Chicago. She was so impressed and she asked me if I wanted to become a professional ballerina. I nod my head though I knew I would only do this as a part time task. She took charge of training me since I was 11 until I became a professional dancer at age 15. My dream to become a ballerina has been characterized by hard work and never-ending desire to prosper in ballet dancing. I would not have achieved what I am today without my role model Johnny Pidel and adequate practice. Through training and continued efforts of practicing, I have enhanced my balance as well as continuing with my academics.

My parents have always wanted me to perform academically and become a great person in life. I went to a national high school, and I was always dedicated to my academics. In our home every one puts education as the first priority before any other career. Hence, there was no excuse for evading school, even with a busy schedule. My mother is a lecturer at Howard University and my dad holds a PhD in Doctorate.

I would get up early to practice work outs in the morning on my own then go to school from 7:00 a.m. until 2 p.m. From 2 p.m. to 10 p.m. I would train in private lessons. I never had social life since all holiday breaks I spent on training, however I loved my dream and never felt like I missed out on anything. I made friends who were dancers too and we encouraged each other’s as we flirted to one another on having great skill.

I started attending competitions programs and I remember I spent all my summers in New York City attending to dancing competition programs. I joined a national youth club called MYSA in Chicago which went all around the world helping and encouraging young people to join productive associations. The youths need to engage in positive programs to prevent them from having pressure on drugs intake and other destructions. I took the SATs, but I was hoping to get a contract for youth’s empowerment. I would train small children how to become ballerinas and help them on their balance. As a ballerina, one has to start when he/she is very young. By the time one is 21years, she should be well on the way to one’s career.

During my last year in high school, my private teachers invited me to New York City in order to take a class with the Dance Theatre of Harlem. Instead of being in a formal audition, ballet companies prefer to hold open classes that people tend to take when invited. This helps the person performing to be noticed. Hence the teachers would invite me and I would do my best in the performance. One day they invited me day for class and the founder Arthur Mitchell was present. He is one of the biggest dancing icons, so I was thrilled just imagining am in the same room with him. After classes, he took me aside and corrected me and invited me in the junior company. He said, “Hey you are pretty cool in your moves, could you come and perform in our summer academy, in case they like your performance they will pick you up”. I got my first trophy for being the best ballerina from my county.

All I wanted is to start working as a ballerina trainer since I had trained almost all my life. Hence I wasn’t so interested but I said its okay. After some weeks I had attended Dance Theatre of Harlem and surprising enough Mr. Arthur was a master class teacher here. He saw me and we had a chat. He asked for my contact and he left. The next day he called me and offered me a position in the company like an apprentice which was an entry level job for a professional dancer.

I was only 16 and this was the beginning of my senior year of high school. I moved to New York City for the job as well as finished my classes through correspondence with the Professional Children’s School. My uncle lived there, so I had a family there, which made it easier for me transit. I lived with my uncle and cousins for three months, then moved-in into a housing facility near Columbia University offered by the college. When I was 17 I moved in with a roommate into an apartment. Being an apprentice dancer, it was the most bottom offer and most people see it as a peanut paying job. Despite all that I promised myself to do my best to honor and perform my job. This was a very fortunate time for work when there were new upcoming choreographers in Dance Theatre of Harlem.

This was magic to me since I had a chance to be noticed. Whenever a choreographer likes you, they would take you regardless of your ranking in your company. I worked as an apprentice for 6months and got promoted as a core member. This brought up more opportunities for bigger positions and I got more money. I changed all my academic classes to be part time so as to work since the hours were contradicting. For a dancer’s the work schedule is a little different, I would start my day. For a two-hour company class at 10 a.m., this focused on conditioning, technique and strength. I would arrive by 9 a.m. to do stretches, yoga, study videos, and do physical therapy. Then I would attend rehearsals from afternoon till 6p.m and finally I would attend my academic classes from 7p.m to 9p.m.

The physicality of the job together with travel and injuries is hard to endure at times. I’ve had a lot of injuries through my career. I find it a blessing and a curse. I have a very flexible body, which is wonderful for dance, but it makes my body more unstable and susceptible to injury. i had one foot surgery at one point made me differ my classes and job for a year. I had swelling in my foot from time to time, however this does not kill my passion to work as a ballerina. I was 18years after being recognized within the dance world. I got amazing reviews in New York Times, and people recognized me all around.

Coming to my academics, I love to read and I know am a decent writer. In school I had an internship in the marketing department. I started branding and advertising, and got a sponsorship and philanthropic giving. Most of the firms that I worked with gave a lot to arts organizations and arts education. They sponsored me to all my remaining academic sessions. In 2012 I prolonged a full-time offer upon graduation, and I accepted it.

I’m now doing this course and I have learned to truly convey an interest in learning and teaching ballerina to my classmates. I would wish to help my classmates discover their talents and those who don’t have some teach them ballerina. It has been 3years since I went ballerina classes but I still love dancing. I attend dancing clubs during my free time. I still have my ballerina skills on, though currently I have put all my efforts on education. When you really love something, it stays in your heart as ballerina will always be.