Saturday, October 27, 2007
Freedom of Speech
I agree with Milena Ateya’s point of view that freedom of speech is a blessing and should not be hindered regardless of any offense one might take. I believe a “hate speech,” although nasty, is allowed. It merely is displaying one person’s opinion of something (or someone). Not all who listen to the speech will agree with it. If such a speech were given on a college campus, then those who hear it will react either negatively or will agree with it (either wholly or in part). It is right that other students react in a way that is legal such as counter arguments, peaceful protesting, and other such show of opinion and stance. I believe it is possible to say whatever is on our mind provided it is protected by our rights. Things such as profanity are not protected and therefore should not be used. I have run into this issue before, but only in other classes.
No Child Left Behind: Statistics
This will help with my argument by showing what was promised in the NCLB Act and what actually was acheived.
The final graph will help in showing the overall progress shown over the years in a state's school assessment.
http://www.weac.org/Graphics/2005-06/june06/edfunding.jpg
http://www.heritage.org/Research/Education/upload/b1987chart_2_lrg.jpg
This graph will help me in that it shows the federal spending towards education and exactly the results of reading scores over the years for different age groups in comparison to the amount being spent.
http://www.mcps.k12.md.us/about/strategicplan/annualreport/goal1/images/g1m1dp1.gif
Dumbledore is GAY! So, is this bad?
This image indicates an argument dealing with the sexual orientation of Dumbledore. It looks down on the fact that he's gay and even makes fun of the fact. This negative outlook is being taken in a rather comical way.
Yes, it's nice that gays finally got a major character in the sci-fi/fantasy universe. Until now, we had been shut out of the major franchises. J.R.R. Tolkien wrote a rich supply of homoeroticism into The Lord of the Rings--all those men and hobbits and elves singing to one another during long, womanless quests. The books and their film versions feature tender scenes between Frodo and Samwise. But in the end, Sam marries Rosie and fathers 13 children. Thirteen! Got something to prove, hobbit?
So along comes Rowling with Dumbledore--a human being, a wizard even, an indisputable hero and one of the most beloved figures in children's literature. You’d think his being gay would be met with great cheer. However, this picture shows how some have taken it in a negative way.
The main reason for all this negativity, other than anti-gay feelings, is the fact that it was not brought out by Dumbledore himself. Never in the books did it mention his sexual preferences nor was his orientation ever even questioned. His being gay is taken as random and almost without serious consideration what so ever. Rowling’s “coming out” for Dumbledore was, without question, unforeseen and not expected.
As far as we know, Dumbledore had not fully realized romance in all his 115 years--just a lifetime spent around children and, for the seven years we know him, a fascination with the boy Potter. The photo indicates how pathetic and frustratingly stereotypical this is. It's difficult to believe someone as wise and sane as Dumbledore couldn't find at least one wizard his age to take to the Three Broomsticks.
So along comes Rowling with Dumbledore--a human being, a wizard even, an indisputable hero and one of the most beloved figures in children's literature. You’d think his being gay would be met with great cheer. However, this picture shows how some have taken it in a negative way.
The main reason for all this negativity, other than anti-gay feelings, is the fact that it was not brought out by Dumbledore himself. Never in the books did it mention his sexual preferences nor was his orientation ever even questioned. His being gay is taken as random and almost without serious consideration what so ever. Rowling’s “coming out” for Dumbledore was, without question, unforeseen and not expected.
As far as we know, Dumbledore had not fully realized romance in all his 115 years--just a lifetime spent around children and, for the seven years we know him, a fascination with the boy Potter. The photo indicates how pathetic and frustratingly stereotypical this is. It's difficult to believe someone as wise and sane as Dumbledore couldn't find at least one wizard his age to take to the Three Broomsticks.
This argument focuses on an pathos appeal. It draws on your emotions to feel for the woman who is suffering to agree with the message of ending domestic violence. The claim of the argument is mainly that abuse is wrong and that it should be stopped. This argument creates a pity for the suffering shown in the picture. It captures the audience's human nature of caring to persuade the audience to agree that ending domestic abuse is important.
Articles: NCLB
Carnevale, Anthony P. “No Child Gets Ahead.” Education Week: 9/26/2007, Vol. 27 Issue 5, p40-40, 1p, 1c
The author reflects on statistics that show a decline in academic achievement of children in working class families while in high school. The Early Childhood Longitudinal Study found that more than one million students from families making less than $85,000 annually who are in the top of their class in grade school, fall off the college track in high school. The way in which the author feels the U.S. No Child Left Behind Act hinders school standards is discussed.
Klein, Alyson and David Hoff. “Union Assail Teacher Ideas in NCLB Draft.” Education Week: 9/19/2007, Vol. 27 Issue 4, p19-20, 2p
The author reports on a lobbying campaign by national teachers' unions to not have teacher bonuses tied in with student test scores. The article discusses the National Education Association being in Washington, D.C. while the U.S. House Education and Labor Committee discussed the No Child Left Behind Act, in which the teacher bonus system is part of.
Hoff, David J. “Provision on Tutoring Raises Renewal Issues.” Education Week: 10/10/2007, Vol. 27 Issue 7, p18-19, 2p
The article presents information on the U.S. No Child Left Behind Act (NCLB), which is being reviewed for reauthorization in 2007. Among main points of discussion related to federal financed tutoring are eligibility for free tutoring services, evaluation of private and nonprofit providers of tutoring, and compensatory education fund expenditure requirements. Viewpoints of supports and opponents of the tutoring issues is included, as is information on other aspects of NCLB under discussion.
The author reflects on statistics that show a decline in academic achievement of children in working class families while in high school. The Early Childhood Longitudinal Study found that more than one million students from families making less than $85,000 annually who are in the top of their class in grade school, fall off the college track in high school. The way in which the author feels the U.S. No Child Left Behind Act hinders school standards is discussed.
Klein, Alyson and David Hoff. “Union Assail Teacher Ideas in NCLB Draft.” Education Week: 9/19/2007, Vol. 27 Issue 4, p19-20, 2p
The author reports on a lobbying campaign by national teachers' unions to not have teacher bonuses tied in with student test scores. The article discusses the National Education Association being in Washington, D.C. while the U.S. House Education and Labor Committee discussed the No Child Left Behind Act, in which the teacher bonus system is part of.
Hoff, David J. “Provision on Tutoring Raises Renewal Issues.” Education Week: 10/10/2007, Vol. 27 Issue 7, p18-19, 2p
The article presents information on the U.S. No Child Left Behind Act (NCLB), which is being reviewed for reauthorization in 2007. Among main points of discussion related to federal financed tutoring are eligibility for free tutoring services, evaluation of private and nonprofit providers of tutoring, and compensatory education fund expenditure requirements. Viewpoints of supports and opponents of the tutoring issues is included, as is information on other aspects of NCLB under discussion.
No Child Left Behind: Articles 'n Such
Lister, Gary. "Education is Not Like Fast Food." Editorial. American School Board Journal Nov. 2007: 54.
The author argues that there is no such end-all, do-all and be-all solution for educational problems, contrary to what the promoters of the U.S. No Child Left Behind Act or other standards claim. He says that despite an unspoken corporate vision of universal sameness, and despite considerable investment in professional development, education, and training, differences exist.
Moscinski, Dave. “Proficiency for All?” Editorial. American School Board Journal Nov2007, Vol. 194 Issue 11: p28-29, 2p
The author reflects on how he learned to stop complaining and learned to appreciate the U.S. No Child Left Behind (NCLB) Act. Initially, he did not like the NCLB policy, calling it a federal attempt to privatize public education with subgroup goals that were statistically impossible to attain. After carefully examining the Act's basic tenet of proficiency for all, however, he realized that it is not that bad after all. He shares his top 10 lessons for helping schools reach the goal of proficiency for all.
Bush, George W. "Remarks on the No Child Left Behind Act in New York City." New York. 26 Sept. 2007.
This article presents the text of a speech by U.S. President George W. Bush, delivered on September 26, 2007 in New York City, in which he discussed about the No Child Left Behind Act.
The author argues that there is no such end-all, do-all and be-all solution for educational problems, contrary to what the promoters of the U.S. No Child Left Behind Act or other standards claim. He says that despite an unspoken corporate vision of universal sameness, and despite considerable investment in professional development, education, and training, differences exist.
Moscinski, Dave. “Proficiency for All?” Editorial. American School Board Journal Nov2007, Vol. 194 Issue 11: p28-29, 2p
The author reflects on how he learned to stop complaining and learned to appreciate the U.S. No Child Left Behind (NCLB) Act. Initially, he did not like the NCLB policy, calling it a federal attempt to privatize public education with subgroup goals that were statistically impossible to attain. After carefully examining the Act's basic tenet of proficiency for all, however, he realized that it is not that bad after all. He shares his top 10 lessons for helping schools reach the goal of proficiency for all.
Bush, George W. "Remarks on the No Child Left Behind Act in New York City." New York. 26 Sept. 2007.
This article presents the text of a speech by U.S. President George W. Bush, delivered on September 26, 2007 in New York City, in which he discussed about the No Child Left Behind Act.
Education Progression Management: Take It to the Polls
Do you believe all students should have excellent schooling available to them?
Do you believe all schools should be subject to state control should their students fail to meet state academic goals?
Should tutoring be available to students unable to meet academic goals?
Should entire teaching staffs be replaced at the failure of meeting academic goals?
Do you believe standardized testing adequately measures the progress of academic skills?
Do you believe all schools should be subject to state control should their students fail to meet state academic goals?
Should tutoring be available to students unable to meet academic goals?
Should entire teaching staffs be replaced at the failure of meeting academic goals?
Do you believe standardized testing adequately measures the progress of academic skills?
Tattoos for Everyone!
http://usatoday.com/news/snapshot.htm?section=M&label=2007-10-26-merger
(I was unable to copy/paste or upload the actual graph so this link will take you to it. Go to “Life” and click the arrows until you’re on 7/20.)
Who’s Tattooed by Age:
18 – 29: 36%
30 – 39: 24%
40 – 50: 15%
- Almost 1 in 4 adults ages 18 to 50 has at least one tattoo.
By Anne R. Carey and Keith Carter, USA TODAY
Source: northwestern.edu
Claim 1: A greater amount of younger adults get tattoos than older people.
Support for Claim 1: The statistical graph shows the greater percentage of those with at least one tattoo lie in the age group of 18 to 29 year old adults. This age group is the younger ages compared to the other age blocks; that is 30 to 39 and 40 to 50.
Claim 2: Older adults don’t like tattoos.
Support for Claim 2: The lower amount of older people (ages 40 to 50) with tattoos is lowest in comparison to the younger and middle age groups. This can be interpreted as an effect of the dislike of tattoos in the age group.
Claim 3: Most adults do not have a tattoo.
Support for Claim 3: As stated in the overall statistic the graph reveals: Almost 1 in 4 adults ages 18 to 50 has at least one tattoo. This means that out of four adults from ages 18 to 50, three do not have a tattoo. From this, one may say the majority of adults do not have a tattoo.
(I was unable to copy/paste or upload the actual graph so this link will take you to it. Go to “Life” and click the arrows until you’re on 7/20.)
Who’s Tattooed by Age:
18 – 29: 36%
30 – 39: 24%
40 – 50: 15%
- Almost 1 in 4 adults ages 18 to 50 has at least one tattoo.
By Anne R. Carey and Keith Carter, USA TODAY
Source: northwestern.edu
Claim 1: A greater amount of younger adults get tattoos than older people.
Support for Claim 1: The statistical graph shows the greater percentage of those with at least one tattoo lie in the age group of 18 to 29 year old adults. This age group is the younger ages compared to the other age blocks; that is 30 to 39 and 40 to 50.
Claim 2: Older adults don’t like tattoos.
Support for Claim 2: The lower amount of older people (ages 40 to 50) with tattoos is lowest in comparison to the younger and middle age groups. This can be interpreted as an effect of the dislike of tattoos in the age group.
Claim 3: Most adults do not have a tattoo.
Support for Claim 3: As stated in the overall statistic the graph reveals: Almost 1 in 4 adults ages 18 to 50 has at least one tattoo. This means that out of four adults from ages 18 to 50, three do not have a tattoo. From this, one may say the majority of adults do not have a tattoo.
Wednesday, October 17, 2007
Agreements and Disagreements
In researching the No Child Left Behind Act on Opposing Viewpoints I found much on the topic both for and against the subject. This will help me greatly as I will need both sides to make a factual argument. Already I have learned that, althought they disagree on how, both democrats and republicans agree excellent schooling should be available to students. They agree! It amazes me. My mind, at this point, is not made up.
No Child Left Behind: What is it doing?
The article I have chosen to discuss is titled “Get Congress Out of the Classroom” by Diane Ravitch. This article caught my interest, not because of its anti-political sound, but because it presents an excellent argument concerning the No Child Left Behind Act. We all, as students, have dealt with the effects of this Act as it deals with our educational system. So many times my teachers told me that our school system couldn’t partake in a certain action because of the Act. I believe this to be a researchable topic as the No Child Left Behind Act and its effect on school systems are measurable and can be supported with hard evidence. I find it to be an important topic as it is affecting the way things are being taught in schools because of the standards set in the Act. It is important to be interested in this topic as it may affect the future intelligence of generations to come
Surveillance Saves the Day
In the YouTube video “Police Stupidity/Brutality caught on tape!” the use of surveillance is used to the advantage of society. The video plays through for the viewer to watch all that occurs. It then replays certain parts making sure to point out crucial evidence.
The video begins by showing the girl working. The officer then pulls up and pays for his order. She then gives him his change. After a time, the officer comes inside demanding he was short changed. His argument was that he had paid twenty dollars and had only received change for a ten. The girl explains she was only handed a ten and says exactly what the change was. The manager, determined to end the argument, double checks the register. There are no twenties inside. The officer, enraged, comes to the girl and threatens her with the mace spray and with arrest. She refuses saying she does not have the money, so the officer maces her and drags her out to his car. Unfortunately, she had to be taken to the hospital because of the effects of the spray.
After the ordeal, the girl pressed charges against the police department. The surveillance camera had caught all that had happened and would provide the key evidence needed to support her claim in court.
The YouTube video also goes back and replays key points, using graphics to pinpoint, that prove the girl’s innocence. She clearly had placed a ten dollar bill in the $10 slot. She clearly stated his correct change. The manager pointedly checked the register and confirmed that there had been no twenty dollar bill in the register.
This evidence proving the girl’s innocence and the officer’s mistake would not have been possible had the surveillance camera not been available. It is for security reasons that surveillance cameras are used, and they can help solve cases and prove to be an excellent source of hard evidence.
The video begins by showing the girl working. The officer then pulls up and pays for his order. She then gives him his change. After a time, the officer comes inside demanding he was short changed. His argument was that he had paid twenty dollars and had only received change for a ten. The girl explains she was only handed a ten and says exactly what the change was. The manager, determined to end the argument, double checks the register. There are no twenties inside. The officer, enraged, comes to the girl and threatens her with the mace spray and with arrest. She refuses saying she does not have the money, so the officer maces her and drags her out to his car. Unfortunately, she had to be taken to the hospital because of the effects of the spray.
After the ordeal, the girl pressed charges against the police department. The surveillance camera had caught all that had happened and would provide the key evidence needed to support her claim in court.
The YouTube video also goes back and replays key points, using graphics to pinpoint, that prove the girl’s innocence. She clearly had placed a ten dollar bill in the $10 slot. She clearly stated his correct change. The manager pointedly checked the register and confirmed that there had been no twenty dollar bill in the register.
This evidence proving the girl’s innocence and the officer’s mistake would not have been possible had the surveillance camera not been available. It is for security reasons that surveillance cameras are used, and they can help solve cases and prove to be an excellent source of hard evidence.
Factual Argument?
The topic “hurricanes are increasing in number and ferocity” may be worth arguing to a college audience. Hard evidence that may support, or in some cases disprove, can be obtained. This will make a good factual argument provided proper documented evidence is used.
Arguing that many people die annually because of cancer would not make a good argument. The argument would rely on statistics and probability. It is also very biased. Argument to counter the statement would have little hard evidence. Arguments supporting and not supporting the argument may not be hard evidence alone.
Saying fewer people would die of heart disease each year if more of them paid attention to their diets is hard to argue and inappropriate. The argument is not taking into account the genetics and other outstanding factors that may lead to heart disease other than diet.
Japan might have come to terms more readily in 1945 if the Allies hadn’t demanded unconditional surrender is not a good one to argue. It cannot be proved with evidence that this statement is true. It is more of an opinion than fact.
The topic “boys would do better in school if there were more men teaching in elementary and secondary classrooms” is not worth arguing to a college audience. There would be no evidence to support it other than statistics and, possibly, surveys. Without hard evidence, the argument comes across as an opinion or hypothesis rather than actual fact.
The ever-increasing number of minorities in higher education is evidence that racial problems have just about ended in the United States is also not appropriate for argument. “Racial problems” is a term loosely used in this argument. There are many definitions that are not being taken into account. Also, what constitutes the “end” of the racial problems? Many things are left unexplained.
The topic “there aren’t enough high-paying jobs for college graduates these days” is also inappropriate for argument. It is biased in opinion and will have little evidence to support it.
Hydrogen may never be a viable alternative to fossil fuels because it takes too much energy to change hydrogen into a useable form may be a good topic for argument. Hard evidence is available on the subject which will make this argument factual and unbaised.
Only one of the first forty-three presidents of the United States was a Catholic is also a good argument to present. Evidence taken from historical findings can make this a factual argument that is unbiased.
Political activists have grossly exaggerated the effects of the USA Patriot Act on free expression would not be a good argument. There will be little hard evidence to make this a factual argument.
Arguing that many people die annually because of cancer would not make a good argument. The argument would rely on statistics and probability. It is also very biased. Argument to counter the statement would have little hard evidence. Arguments supporting and not supporting the argument may not be hard evidence alone.
Saying fewer people would die of heart disease each year if more of them paid attention to their diets is hard to argue and inappropriate. The argument is not taking into account the genetics and other outstanding factors that may lead to heart disease other than diet.
Japan might have come to terms more readily in 1945 if the Allies hadn’t demanded unconditional surrender is not a good one to argue. It cannot be proved with evidence that this statement is true. It is more of an opinion than fact.
The topic “boys would do better in school if there were more men teaching in elementary and secondary classrooms” is not worth arguing to a college audience. There would be no evidence to support it other than statistics and, possibly, surveys. Without hard evidence, the argument comes across as an opinion or hypothesis rather than actual fact.
The ever-increasing number of minorities in higher education is evidence that racial problems have just about ended in the United States is also not appropriate for argument. “Racial problems” is a term loosely used in this argument. There are many definitions that are not being taken into account. Also, what constitutes the “end” of the racial problems? Many things are left unexplained.
The topic “there aren’t enough high-paying jobs for college graduates these days” is also inappropriate for argument. It is biased in opinion and will have little evidence to support it.
Hydrogen may never be a viable alternative to fossil fuels because it takes too much energy to change hydrogen into a useable form may be a good topic for argument. Hard evidence is available on the subject which will make this argument factual and unbaised.
Only one of the first forty-three presidents of the United States was a Catholic is also a good argument to present. Evidence taken from historical findings can make this a factual argument that is unbiased.
Political activists have grossly exaggerated the effects of the USA Patriot Act on free expression would not be a good argument. There will be little hard evidence to make this a factual argument.
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