In-Class Activity for 10/25

In-class Argument/Research Activity:

Huge research papers can seem pretty intimidating so I thought we'd try an exercise that might help you create a sample introduction/thesis, and also get a little more experience with research.  This can be either hand-written or typed, but I want all of these by the end of the day.

1)      Look at the Famous Quotes on the blog.  Choose TWO quotes.

2)      For each quote, do the following:

a.      Paraphrase the quote,

b.      Give me a few sentences relating the quote’s meaning or lesson to a contemporary issue facing our community, college, government, or world, 

c.      Using the library website or Google Scholar, find an academic source backing up your statement,

d.      Supply an argumentative thesis.

Example: 

According to Ignazio Silone, “An earthquake achieves what the law promises but does not in practice maintain - the equality of all men.”  This quote implies that laws are fallible and life, in general, is unfair; however, it also draws attention to issues of social injustice.  This can be related to the income disparity in the United States in that most of the money and resources are controlled by a small number of people.  For instance, in 2010, the top 1% of people had over 35% of the financial wealth, whereas the next 19% had about 54% of the wealth, and the bottom 80% of Americans had only about 11% of the wealth (Domhoff, table 1).  While I do not favor an equal distribution of wealth (which could also be seen as unfair and potentially eliminate competition and innovation), I do favor a slight increase in taxes on the top 1% of incomes in order to fund social programs.

"Fog of War" Study Guide

I know this documentary can be a little tough to understand so I went ahead and pasted some of my notes here. If you use these in your journal, cite them as "Lecture Notes."

“Fog of War” Study Guide

1) McNamara’s eleven lessons:

(1) empathize with your enemy

(2) rationality will not save us

(3) there's something beyond one's self

(4) maximize efficiency

(5) proportionality should be a guideline in war

(6) get the data

(7) belief and seeing are both often wrong

(8) be prepared to re-examine your reasoning

(9) in order to do good you may have to engage in evil

(10) never say never

(11) you can't change human nature.

2) McNamara says that any military commander “who is honest with himself” will admit to making mistakes, but hopefully learns from these mistakes. However, McNamara says there is no “learning period” with nuclear weapons since one mistake will “kill nations.”

3) During the Cuban Missile Crisis, the Soviet Union sent missiles to Cuba (it’s ally) for potential use against the United States. The CIA thought the warheads weren’t there yet. US mobilized for an invasion and to block the warheads from arriving. In 1992, McNamara learned that the warheads were actually there and that Castro had wanted to use them. “That’s how close we were.”

4) McNamara (in a taped conversation with JFK) spoke of the danger if they attacked Cuba. “How do we stop at that point? I don’t have an answer to this.”

5) General Curtis LeMay’s opinion was that we should invade Cuba and attack the Soviet Union now, while we had superior strength.

6) JFK received two memos from Khrushchev and the Soviet Union. One said that if the U.S. backed down, the USSR would take the missiles out of Cuba. The other “hard-liner” message issued threats. Most of the joint chiefs suggested JFK focus on the second message; Ambassador Tommy Thompson suggested he respond to the second. Thompson was right. McNamara uses this as an example of empathy.

7) McNamara’s earliest memory is of people celebrating the end of World War I, aka “The War to End All Wars”. President Wilson believed (as did many at that time) that from now on, major wars could be avoided.

8) McNamara speaks of his role in the fire-bombing of Tokyo, which burned to death 100,000 Japanese civilians in one night. McNamara goes on to characterize LeMay’s position on proportionality in war, i.e. whether or not fire-bombing 67 Japanese cities and killing 50% to 90% of their population is acceptable. LeMay says that if the U.S. had lost the war, they would have been tried for war crimes. McNamara agrees. McNamara: “What makes it immoral if you lose but not immoral if you win?”

9) If you responsible for prosecuting McNamara for war crimes, what would your arguments be? On the other hand, if you were charged with defending him, how would you do so?

10) Johnson’s feeling about Vietnam: the U.S. had a commitment to “Vietnamese freedom” in the context of the Cold War. In actuality, the Vietnamese viewed it as a civil war, that the U.S. was trying to colonize them, which was why they would never have surrendered.

11) The Tonkin Gulf Resolution gave the president authorization to wage war without Congressional approval. It was thought that U.S. ships Maddox and Turner Joy had been attacked by the North Vietnamese on August 2^nd and August 4^th, 1964, respectively. In the case of the Maddox, this was true. In the case of the Turner Joy, however, it turns out the attack never happened. This ties in with what McNamara said about belief and seeing often both being wrong. How does this relate (or not relate) to other conflicts in recent history?

12) McNamara states that he, the president, and the cabinet avoided the near-total destruction of the United States during the Cuban Missile Crisis because they empathized with their enemies—something he doesn’t believe they did during the Vietnam War. Don't just view this as a historical tidbit; think about how to apply this lesson (and the other lessons of this documentary) to your own life, to our country's social/political/economic situation.

13) McNamara says we are the strongest nation in the world but we should never apply our power unilaterally. In other words, if we cannot persuade like nations with comparable values that our course of action is the right one, we should be prepared to reexamine our reasoning. How does this compare (or differ) to our wars in Iraq and Afghanistan?

14) Norman R. Morrison was a Quaker who did not believe in war. He doused himself in gasoline and set himself on fire outside McNamara’s window. Afterward, Morrison’s wife issued an anti-war statement that McNamara says he agrees with. However, McNamara also shows the complexity of this when he says, “How much evil must we do in order to do good? We have certain ideals, certain responsibilities. Recognize that at times you will have to engage in evil, but minimize it.”

15) McNamara eventually resigned (fired?) because he could not agree with President Johnson on the course of the Vietnam War. On November 1, 1967, he presented a memo that he paraphrases as, “The course we're on is totally wrong. We've got to change it. Cut back at what we're doing in Vietnam. We've got to reduce the casualties, and so on.”

16) About 58,000 U.S. soldiers died in the Vietnam War. Suicide rates among veterans were higher; a U.S. veteran of the Vietnam War was about 1.7 times more likely to kill himself as was the average U.S. civilian. About 9,000 U.S. veterans of Vietnam have committed suicide. Additionally, about 75,000 Vietnam vets were severely disabled.

17) The Vietnam War is a VERY complex issue that most of us (myself included) can’t begin to understand. It involves competing ideologies, centuries of complex historical back story, geopolitical conflicts spanning the entire globe, misunderstandings of others’ motivations, and TONS of guesswork and speculation. The same can be said for the Cuban Missile Crisis and the bombings of Japan during WWII. So…

18) why are we talking about this in an English class? Well, aside from just being things we should know about, since this is part of our history and similar situations are bound to affect us and our loved ones in the future, these are also good illustrations of how the learning process (like the writing process) never really “ends.” We can always learn more. These issues are also a great exercise in research and persuasion, gathering opinions and raw data, trying to verify or debunk said data, critical thinking, etc. It’s an intimidating and difficult process (critical thinking always is), but like Socrates said, “the unexamined life is not worth living.”

Plagiarism and Citations

Citations and Plagiarism

(aka How to Look Smart and Not Fail a Class)

For full guidelines, check out The Wadsworth Guide.  Here’s a crash course, though.  For MLA internal citations, list in parentheses the author’s last name (or the editor’s last name, or one of the editors’ last names, if there are multiple authors, like in a textbook), plus the page number for written sources and the paragraph number (if possible) for online sources.  The period goes after the last parenthesis.  Like this:

When it comes to grammar, the evidence is clear that, “…readers equate correctness with the writer’s competence” (Bullock 80).

However, there is one exception—when you give the author’s name earlier in the sentence.

When it comes to grammar, Bullock believes that, “…readers equate correctness with the writer’s competence” (80).

If there’s no author, just list the name of the website or source (example: ABC News). 

For MLA citation on a work cited page, you can also use a citation generator.  For your own information, though, this is how it’s done:

Article in a Printed, Scholarly Journal:

Last name, First name.  “Name of Article.”  Name of magazine.  page numbers.  Date.

Jacobson, Elmer.  “10 Causes of Global Warming.”  Newsweek.  pp. 23-42.  March 3^rd, 2006.

Internet News Site:

Last name, First name.  “Name of Article.”  Name of site.  Date of last update. Date you accessed the site.  <site url>.

Twin, Alexandra.  “Fed Can’t Save Stocks.”  CNN.  October 8, 2008.  <http://money.cnn.com/2008/10/08/markets/markets_newyork/index.htm?cnn=yes>

Warning: if you type this then press “enter”, it’ll turn the web address into a hyperlink.  On a PC, press control and Z at the same time to undo this.

When you have more than one source, list them alphabetically on your Works Cited page.

*

OK, and now an important word on plagiarism…

Plagiarism is basically using someone else’s ideas, research, statistics, or descriptions without giving them proper credit.  Note: It’s possible to cite something and still commit plagiarism! 

Whenever you cite something but don’t use quotes, you’re indicating that you’re paraphrasing (i.e. significantly changing something into your own words), or referencing some raw fact or idea you used.  If what you cite as a paraphrase is actually identical—or close to identical—to the original, this constitutes plagiarism and results in a failing grade, just the same as if you copied a paper or paragraph directly off the internet.

Remember, you have to cite EVERYTHING you put in a paper that you didn’t already know/that isn’t common knowledge.  If you use the author’s/website’s/article’s words directly, you MUST put them in quotes with an internal citation immediately after.  In general, a student who shows me their rough draft but tells me that they “haven’t put their citations in yet” is immediately on my radar because it’s much easier (and safer) to put in your citations as you go.

Again, if you give an internal citation WITHOUT quotes, but you haven't really changed the phrasing very much, that’s just as bad as providing no citation at all.  So if I find that phrase (or a very similar one) online or in an article, you’ve technically plagiarized.  And you fail.

Don't panic—just take a look at this short example to show you what I mean.  If you have questions, ask me (or the Writing Center).  Here’s a fictitious passage by John Smith, from paragraphs 14 and 15 of Ancient History:

The biblical story of Noah is by no means the only story of an ancient, cataclysmic flood.  In fact, many religions and peoples from the Greeks to the Aztecs have similar stories; this leads scientists to speculate that some sort of ancient cataclysm might actually have occurred.  Some scientists further speculate, based on geographical evidence, as well as patterns in the distribution of these myths, that the flood was caused by a massive meteor strike in the Indian Ocean in 2084 BC.  Such a meteor strike would have triggered great tsunamis and other destructive climate changes. 

This calamity was relatively mild compared to other cataclysmic changes our planet has endured, though.  You may have heard that a meteor strike caused the death of the dinosaurs, but did you know that most scientists and paleontologists agree that there have been at least five mass extinctions in the history of our planet, each resulting in the loss of at least 50% of animal species around at the time of the extinction?

Here are two examples of situations in which the above passage is cited.  The first constitutes plagiarism; the second does not.

Plagiarized Version (which results in failure):

There are many stories of floods in the ancient world.  The Greeks and Aztecs have similar tales, which has led scientists to think that some sort of ancient flood actually took place.  Some even speculate, based on geographical evidence and patterns in the distribution of these stories, that the flood was caused by a massive meteor in the Indian Ocean in 2084 BC.  Such a strike would have triggered tsunamis and other climate changes.  However, this was not the first time life on earth was nearly wiped out; in fact, most scientists agree that it’s happened at least five times (Smith, 14-15).

Acceptable Version:

In John Smith’s book, Ancient History, he notes many intriguing similarities between the story of Noah and the flood, found in the Bible, and other flood myths throughout the world.  He also points out that these similarities and other evidence has prompted scientists to theorize “…that the flood was caused by a massive meteor strike in the Indian Ocean in 2084 BC” (Smith, par. 14).  However, our planet has endured worse.  For example, there may have been “…at least five mass extinctions in the history of our planet,” like the one that wiped out the dinosaurs (15).  Such events illustrate how fragile the ecosystem of any given species really is. 

The Plagiarized Version is plagiarism because it isn’t clear what ideas come from the author of the paper, and which ideas come from John Smith. Also, the phrasing is nearly identical in many places. The Acceptable Version makes clear which ideas the author is citing, but more importantly, it also puts forth some original ideas. When in doubt, don’t just restate the passage you read; ask yourself why it’s important. Also, you can try setting aside whatever source you’re quoting and restating it from memory. This is a good way to help put it in your own words. Finally, never just drop a quote in a paper; always set it up first.

*

Now, a quick lesson on commas and semi-colons.  This may not seem like a big deal but small mistakes in grammar really affect how smart your reader thinks you are.  In other words, typos make you look stupid.  They can also cost you a job in the real world.

A semi-colon and a period are basically used for the same thing—to separate two independent clauses (aka what could be a complete sentence).  Commas, on the other hand, usually denote sequence or are used to separate independent and dependent clauses.

Exception: if you have a sequence that would normally be separated by commas (like items you bought at a store), but you want to group some of them, you can use semi-colons to separate the groups.  Example:

While I was at the store, I bought skim and whole milk; white, wheat, and rye bread; and a big-ass box of frozen chicken.

OK, now for some practice.  What should go in the blanks below: a comma or a semi-colon?     

1)     Poor class participation means a loss of participation points and unexcused absences for disruptive behavior ____ as a general rule, rude students cannot pass discussion-based classes.

2)     I like pizza _____ it’s my favorite food.

3)     Jonathan Swift doesn’t actually think we should eat babies ____ in fact, “A Modest Proposal” is a famous work of satire, or deliberate exaggeration to prove a point.  In this case, Swift was illustrating the apathy of the rich towards the starving poor in 18^th century Ireland.

4)     I have lived in Osage, Iowa _____ Iowa City, Iowa _____ Carbondale, Illinois and Muncie, Indiana.

Daily Course Schedule (MWF)

Week 1:

Monday, August 19: Go over syllabus. Introductions. Work in class on your first assignment: a formal, professional-sounding email to a professor, voicing a grievance or concern. We’ll also watch part of an Alan Watts lecture, adapted by the South Park folks (http://www.youtube.com/watch?v=ERbvKrH-GC4).

Wednesday, August 21: Opening activities as a refresher on thesis statements, topic sentences, and organization, as well as logic and how to avoid argumentative fallacies. On your own, read chapters 1 and 2 from The Wadsworth Guide to Research.

Friday, August 23: Finish refresher activities, if necessary. First journal assignment (two full pages double spaced) due!! Reminder: you can either print off your journals and bring them with you or email them to me before you get to class. Here’s your first journal assignment. Take a look at the myths surrounding the research process in Chapter Two of The Wadsworth Guide to Research, then think about your own writing process. Is it traditional (aka linear) or more flexible, even a bit chaotic? Think of a major paper assignment that you’ve had before, preferably an assignment that you thought was difficult. Describe the process you used and how effective it was. You can also use their journal to highlight any other strengths or weaknesses you’ve noticed in your writing. Note: for those of you who usually don’t benefit from traditional paper outlines, take a look at the sample circle outlines on pg. 11. These can be very useful for organizing your thoughts if you’re trying to tackle a lot in a single paper (especially for our later, potentially more difficult assignments).  In class, we'll discuss our first major assignment: a Researched Narrative.

Week 2:

Monday, August 26: In-class activities based on NPR’s “This I Believe.”  In-class work on Journal #2, a two page “This I Believe” essay of your own (which can serve as a rough draft of your Researched Narrative, if you like). I encourage you to start this journal early, if you like; unlike other journals, though, we’ll work on this one during class (so you can ask me questions) and the journal will be due by the end of the hour. Note: over the weekend, I encourage you to draft your interview questions and if at all possible, conduct the actual interview as well. Note: interviews are examples of Primary Sources. For more info on that, including how to incorporate and format info gleaned from interviews, look at Chapter 5 in The Wadsworth Guide, especially pgs. 97-99.

Wednesday, August 28: In class work on "This I Believe"/Journal #2 and/or Researched Narratives.

Friday, August 30: In-class work on Researched Narratives. I will go around the class and check what you have so far. Note: as a general rule, students who ask me for feedback (a sort of in-class conference) get a much higher grade on their papers!

Week 3:

Monday, September 2: Labor Day.  No class!

Wednesday, September 4: Peer reviews for Researched Narratives; make sure you bring a solid draft to class (shoot for about 4 pages).

Friday, September 6: Final drafts of Researched Narratives due in class, either printed or sent over email (in doc or docx format). We will discuss the next major assignment: a Researched Analysis Paper, i.e. a close analysis of the rhetoric in a commercial, music video, documentary, or printed ad of your choice, backed up by research. Watch sample videos in class. Over the weekend, I strongly encourage everyone to read Chapters 4 and 8 from The Wadsworth Guide. These will help you with research and also help you to avoid accidental plagiarism (which can still result in a failing grade).

Week 4:         

Monday, September 9: Start watching In the Footsteps of Marco Polo in class. [http://www.wliw.org/marcopolo]

Wednesday, September 11: Continue watching In the Footsteps of Marco Polo in class.  

Friday, September 13: Finish the documentary in class. Discuss.

Week 5:

Monday, September 16:  Journal #3 (two pages) due in class. For this journal, as a warm-up exercise for the Researched Analysis paper, I basically want you to critically analyze the documentary.  In other words, what's the filmmakers' argument and how is that argument conveyed?  What problem in American culture are they trying to correct? I also want you to find and tie in at least one outside source, including a Work Cited page (MLA format). Sample analysis of the video, A Vision of StudentsToday.  In class, we'll start working on Journal #4.

Wednesday, September 18: Continue working on Journal #4 in class (at least 1 full page). For this one, I want you to find a video and do the following: 1) identify the message of the video, 2) explain how you know, i.e. what visuals, lyrics, or sounds give you that impression, and 3) identify who you think the audience of the video is. This journal should be at least one full page, preferably two; you can expand on this and turn it into your Researched Analysis, if you like. This journal is due by the end of the hour. Note: this journal also needs a Work Cited for the video you’re analyzing!

Friday, September 20: In-class work on Researched Analysis Papers.

Week 6:

Monday, September 23: In-class work on Researched Analysis Papers. Optional Peer Review. Sign up for conferences.

Wednesday, September 25: In-class work on Researched Analysis Papers. Optional Peer Review. Sign up for conferences.

Friday, September 27: Conferences.

Week 7:

Monday, September 30: Conferences.

Wednesday, October 2: Conferences.

Friday, October 4: Researched Analysis Papers due in class! Discuss next assignment: a “Researched Argument” paper. Discuss some potential paper topics. Time permitting, work on a famous quote activity. On your own, read over Chapter 9 from The Wadsworth Guide (pgs. 171-190), which gives a lot of useful info on the difference between reporting and arguing. You might also want to review Chapter 4 again, as well as the sample Researched Argument paper on pgs. 228-243.

Week 8:

Monday, October 7: Journal #5 (a two-page response to Kurt Vonnegut's Blood of Dresden) due in class. In class, time permitting, we’ll watch a short documentary on Disney and Haiti and discuss business ethics and consumerism. On your own, read the Howard Zinn excerpt and prepare a two page journal response.  Depending on how caught up we are, we might also start a brief unit on satire. I'll tell you in advance if you need to be prepared to discuss the excerpt from “A Modest Proposal.”

Wednesday, October 9:  Journal #6 (over either the Howard Zinn or the Alan Watts readings) due! Prep work for our next documentary, Fog of War.

Friday, October 11: 

Week 9:

Monday, October 14:In class, we'll start watching Fog of War.

Wednesday, October 16: Continue watching Fog of War.

Friday, October 18:   Finish watching Fog of War. 

Week 10:

Monday, October 21: Fall Break.  No class!

Wednesday, October 23: Journal #7 (a two-page response to "Fog of War," identifying what you agree or disagree with, critiquing the research and strategies used, and/or tying in any related personal experiences) due in class. We'll discuss the film in class.  Also, we'll put it to a class vote to see which will be our next and final documentary (Jesus Camp, Carbon Nation, No End in Sight, or Sicko).  

Friday, October 25: In-class famous quote/research activity.

Week 11:

Monday, October 28: Start watching final documentary. 

Wednesday, October 30: 

Friday, November 1: Finish watching final documentary.  On your own, work on Journal #8, a two page response to the documentary. 

Week 12:

Monday, November 4: Journal #8 (over final documentary) due in class.  Incorporate at least two quotes from the film. Time permitting, I'll give you some in-class time to start working on Journal #9, a two page research proposal (look at the samples on pgs. 53-59 in your textbook). 

Wednesday, November 6:  I'll give you some more in-class work time but Journal #9 (the research proposal) is due by the end of class! If you've already completed the Research Proposal, I STRONGLY encourage you to start on Journal #10. Journal #10 is a 2 page, single-spaced annotated bibliography listing at least 6 sources that you plan to use for your paper. There’s a sample annotated bibliography on pg. 160 in your textbook. 


Friday, November 8: In-class work.  Journal #10, the annotated bibliography (your final journal) is due by midnight!  If you have already finished Journal #10, I strongly suggest you start working on the actual Researched Argument papers. 

Week 13:

Monday, November 11: Conferences.

Wednesday, November 13: Conferences.

Friday, November 15: Conferences.

Week 14:

Monday, November 18: Researched Argument papers due in class. I’ll provide some in-class time to do work on your Group Presentations, aka your fourth major project. Even though they’re not until later, you’ll want to set up interviews, which may take a few days. For a refresher on how to use interviews and surveys (both are forms of Primary Sources) in your project, take a look at Chapter 5 in The Wadsworth Guide, especially pgs. 97-103.

Wednesday, November 20: In-class work.

Friday, November 22: In-class work.

Week 15:

Monday, November 25: In-class work.  If you haven't contacted your Primary Source yet, you should definitely do that today!

Wednesday, November 27:   Thanksgiving Break.  No class!

Friday, November 29: Thanksgiving Break.  No class!

Week 16:

Monday, December 2: In-class work.

Wednesday, December 4: I'd like to conduct in-class conferences over Group Presentations so have a PowerPoint ready!

Friday, December 6: Early Presentations.

Week 17:

Monday, December 9: Last day of university classes.  Early Presentations. 

Your Final Exam will be on Friday, Dec. 13, at NOON.

Sample Researched Argument Papers

Here are some sample Researched Argument papers from previous classes. Again, these aren’t perfect, but all have some good points and strategies here and there. Apologies for any screw-ups in formatting.

Sample Paper #1 (this one incorporates section headers to help with organization):

Chemical Castration: A Solution to Recidivism with Sex Offenders

Introduction/Hypothesis

            Of all of the criminal issues that are present American society, sexual offenses are one of the most prevalent. It is difficult to get statistics on this issue because of the many different crimes that all fall under the label of sexual offense including rape, sexual battery, child molestation, statutory rape and so on. According to the Rape, Abuse & Incest National Network (RAINN), there are “…about 207,754 victims of sexual assault each year, or one assault every two minutes” (2).Unfortunately, these statistics do not paint a realistic picture of the problem because many sexual offenses are not reported or are ignored by the people that the victim talks to about the offense.  According to the Center for Sex Offender Management (CSOM), “The low rate of reporting leads to the conclusion that the approximate 265,000 convicted sex offenders under the authority of corrections agencies in the United States represent less than 10% of all sex offenders living in communities nationwide” (CSOM.com-Myths and facts, 5). I believe that the problem of repeat sex offenses can be drastically helped by the use of a medical treatment known as Androgen Deprivation Therapy or ADT which is also known as chemical castration.

Background of the Problem

            Unfortunately the problem does not end with the prevalence of first-time sex offenders. Recidivism is also a huge problem among those who have been convicted of a sexual offense. Recidivism is the commission of a subsequent offense after an individual has been released from prison. Recidivism rates for convicted sexual offenders are hard to agree upon due primarily to the lack of reporting by victims, but according to the CSOM , child molestation recidivism rates are “…between 13 and 49 percent” (27).

 Obviously any parent would want to know if a convicted child molester or anyone convicted of a sexual offense is living in their area in order to do what they believe necessary to protect themselves and/or their children. While there are some restrictions on where convicted sex offenders can live and work, it is impossible to have them re-integrated into society in a place totally separated from any potential victims. In 1991 there were 400,000 registered, convicted sexual offenders back living in society and an estimated 100,000 that had not registered (Knapp, 1). The issue of recidivism rates is important to investigate because currently the most common form of recidivism prevention is simply to monitor the location of sex offenders which is obviously not working. Recidivism rates remain high which means thousands of people; primarily children, remain as potential victims of a sexual offense.

            It is important to remember that the effects of sexual abuse on the victim are long lasting and are both physical and mental effects. The University of California Department of Psychiatry and Behavioral Services conducted a study in 2000 that included looking into the effects of sexual abuse on children and forms of treatment that will intervene with helping the children recover from the effects of being abused. Some of the common effects that children who have been abused experience are; Post Traumatic Stress Disorder (PTSD), developmental issues (both physical development such as height and muscle growth and emotional development such as maturity), the child’s attachment to adults, temperament, problems with relationships and trust, ability to sleep and many others including the increased likelihood of abusing someone themselves as adults (Saywitz, Mannarino, Berliner & Cohen, 3). Also, “…one half of sexually abused children appear to improve over time, but many either do not improve or deteriorate” (Saywitz, Mannarino, Berliner & Cohen, 3). In other words, at least one half of all children that are sexually abused never return to their previous state and are likely to continually get worse because of the abuse.

Proposed Solution to the Problem

The problem of sex crimes is not one that I believe can be solved in society any more easily than murder, theft, burglary or any other crime that is prevalent in society. However, there is a possible solution to recidivism among sex offenders that is now being used by several States in the U.S. and has been used oversees in European countries for quite some time. The proposed solution is the use of several anti-androgen drugs such as cyproterone acetate or Depo-Provera as a form of chemical castration for repeat offenders. The purpose of these drugs is to eliminate the sex drive in males which also eliminates any desire to commit crimes of a sexual nature. These drugs cannot completely ensure that the individual will never again commit a sex crime, but they do offer a highly successful solution to a very prevalent problem.

Several States in the U.S. have already adopted statutes that include the use of chemical castration for repeat offenders. On June 25, 2008, Louisiana joined this group of states as Governor Bobby Jindal signed a bill authorizing the use of chemical castration for repeat sex offenders. Governor Jindal said, “Not only as the Governor of this great state, but as a father of three children, I believe that sexually assaulting a child is one of the very worst crimes and I am glad we have taken such strong measures in Louisiana to put a stop to these monsters’ brutal acts. I want to send the message loud and clear – to the Supreme Court of the United States and beyond – make no mistake about it, if anyone wants to molest children and commit sexual assaults on kids they should not do so here in Louisiana’ (GovLouisiana.gov, 3).

The specifics of the Louisiana bill were posted on an American conservative political blog: Redstate.com. One excerpt of the bill adopted by Governor Jindal states that: “…on a first conviction of aggravated rape, forcible rape, second degree sexual battery, aggravated incest, molestation of a juvenile when the victim is under the age of 13, or an aggravated crime against nature, the court may sentence the offender to undergo chemical castration. On a second conviction of the above listed crimes, the court is required to sentence the offender to undergo chemical castration” (Redstate.com, 4). This shows that the Judges for these cases has a great deal of discretion available to him or her in deciding if a criminal is dangerous to have chemical castration ordered on the first offense. This may become a problem because if a Judge does not order the chemical castration of a sex offender and that offender later repeats the offense then one could argue that the Judge is partially responsible for the offender victimizing another person. Still; regardless of the potential problems with this bill, it is a huge step in the right direction in my opinion in lowering the number of sex crimes and victims that we have in the U.S.

Louisiana is not the only state in the U.S. to adopt statues involving the use of chemical castration. California was the first state to adopt a policy and there are currently nine U.S. states that have laws regulating the use of chemical castration including Louisiana, Oregon, California, Florida, Montana, Wisconsin, Georgia, Texas and Iowa (Norman-Eady, 1). In all of these states “… treatment is a condition of release from custody and generally starts before the offender is released. In Louisiana, treatment is also a condition of sentence reduction or suspension” (Norman-Eady, 2).  It is expected that other states will adopt similar policies as recidivism rates of sex offenders’ drop in this group of states.

In a study done by the Department of Psychology at the University of Canterbury in New

Zealand, the objective was to “Determine whether pro-social treatment change in sexual offenders would predict reductions in recidivism beyond static and dynamic risk factors measured at pretreatment and whether different methods for assessing change based on self-reports and structured clinical rating systems would show convergent validity” (Beggs & Grace, 1). This study used a variety of different therapeutic approaches in an effort to determine which would be most effective in treating sex offenders. Each participant in the study was followed and monitored for 12.24 years after their release from prison to determine the long term effects. The results of the study showed some minor decreases in the recidivism rates of sex offenders but nothing that was statistically significant. Also, the fact that all of the participants were being monitored was likely much more of a deterrent from committing another sexual crime than the therapy that they received. This study is important because it shows that all of the current methods of treatment that are being used have only minor; if any, real impact on reducing recidivism rates.

First Argument against Solution

The need for chemical castration is a topic of debate in U.S. society. Many believe that there should be other means of punishment or treatment than essentially turning men into eunuchs. They believe this to be a very degrading procedure for the individual and that it is not congruent with the other forms of correction that are currently used by the government to punish other convicted felons. Many believe that surely there must be a better way to solve this problem than the use of seemingly inhumane treatment of offenders.

Rebuttal #1

The problem with this argument is that the current forms of treatment/punishment for sex offenders; particularly those who have committed sexual crimes against children, has been entirely unsuccessful. They will serve their sentence in prison, then be released on parole and are more likely than not to commit a very similar offense which creates another victim and is; in my opinion, a failure to properly act on the part of our government to give the sex offenders the opportunity to change and have a different lifestyle once they are released from prison. The fact that allof the current methods of treatment for sex offenders do little if anything to lower recidivism rates means that alternative means of treatment or punishment are necessary not only to help the offenders themselves but also to prevent children from becoming victims in the future.

Second Argument against Solution

One of the primary arguments against the use of chemical castration is that it is believed to be a cruel and unusual form of punishment. The Eighth Amendment to the U.S. Constitution states that “Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted” (Legaldictionary.com, 2). This means that the U.S. government is restricted on the types of punishments that federal and state governments can impose on criminals, and it has been redefined by the case of Trop vs. Dulles to include any punishments that are “…contrary to the evolving standards of decency that mark a maturing society” (Legaldictionary.com 2).  This amendment ensures that all individuals; including convicted felons, have the right to be treated humanely.

Another aspect of this same argument is that forcing an individual to receive medical treatment against his or her will as a form of punishment fits into the same category of being cruel and unusual because it violates the right of the individual to deny medical care.

The American Civil Liberties Union (ACLU) has been very outspoken since 1996 when California was the first state to adopt a policy involving the use of chemical castration. Their National Prison Project has the goal of “ensuring that our nation’s prisons, jails, and other places of detention comply with the Constitution, domestic law, and international human rights principles, and to ending the policies that have given the United States the highest incarceration rate in the world” (ACLU.org, 1). Their primary argument has been that the drugs are an inhumane form of punishment due to the pain and the effects of the drug. They also argue that since the FDA does not approve of the use of the drugs as a form of chemical castration that they should not be used (ACLU.org, 3).

Rebuttal #2

People who use the argument that castration is a cruel form of punishment fail to realize a

number of problems with that argument including the fact that there are a plethora of situations in which the sex offender wants to be castrated in order to stop having this mindset that keeps them from moving forward in life and being valuable, respected members of society. An article written for The Washington Post by Candace Rondeaux covered the story of a convicted sex offender; James Jenkins and his desire to have his mindset changed. James was a repeat offender who had served 5 years for molesting a young girl and then had violated his parole after release and was into his second year in prison for the repeat offense (Rondeaux, 1). James had court the following day and had asked the guard for a razor so that he could be clean shaven. James used the razor to castrate himself in order to stop his fantasies, and when asked about why he would do something like that to himself he said; "Castration has done precisely what I wanted it to do, I have not had any sexual urges or desires in over two years. My mind is finally free of the deviant sexual fantasies I used to have about young girls" (Rondeaux, 4).

While some could argue that James’ story is an isolated incident and the majority of sex offenders would never want castration in any form, it simply is not true. When this treatment was first being used experimentally in the UK there were more far volunteers for the treatment then were needed (Barrett, 3).  While it may be that some felons volunteered for the treatment as a potential opportunity to have their sentences lessened, it does not change that all of these sex offenders gave informed consent voluntarily for the treatment to be used on them. There are many accounts that are similar to the one given by James Jenkins in which sex offenders genuinely want the mindset change and they realize that chemical castration is a pain-free way to have this accomplished.

Another problem with the argument of chemical castration being cruel and unusual punishment is that a differential is not made between chemical and physical/surgical castration. There is an assumption that someone who is chemically castrated cannot ever have children, experiences intense levels of pain and that it is something that the offenders will avoid at any cost. Physical castration would be painful because it is the physical amputation of a part of the body, but chemical castration is done by injection which is no more painful than any other injection including immunizations. Chemical castration is the use of an anti-androgen drug that is essentially a medication. The drugs lower testosterone levels in men and reduce libido which eliminates the sex drive in males. This is not a painful experience for the individual and the only negative side effects are the potential for decrease in muscle mass and a potential for increased body fat in some users (Barrett, 2).

Third Argument against Solution

Another consistent argument against the use of chemical castration is that it denies the right to procreate to the individual that is forced to take these drugs. It is believed that once someone has taken the drug that he can no longer have children which is a violation of the individual’s rights to be a father and have a family.

Rebuttal #3

The argument that chemical castration does not allow for an individual to procreate is wrong because the drugs administered in this procedure do not have any permanent affects.  The drug that is administered to the individuals must be administered on a three month basis because the effects of the drug begin to wear off.  So, it is a possibility for the individual receiving this treatment to eventually be able to have a family and procreate by no longer being required to take the drug.

It is also important to remember that these are criminals convicted of serious felonies that have left victims permanently damaged . They have forfeited many rights that they have by the criminal acts they have committed and the federal government has punishments for those who commit these acts against society. Psychologist Dr. Ludwig Lowenstein told a British Newspaper- “The Daily Mirror” that "Apart from lengthy jail sentences, the only other way to deal with most of these people is through chemical castration. The idea of giving sexual offenders a pill to destroy their ability to have intercourse always provokes fierce objections on the grounds of civil liberties. But a child's right to protection is far more morally important than the freedoms of pedophiles" (Holehouse, 12).

Fourth Argument against Solution

Another argument against the use of chemical castration is that medical solutions to non-medical problems will not work. The assumption that chemical castration will be effective also involves an assumption that pedophilia is a medical disorder. Supporters of this argument also suggest that it is a slippery slope to begin using medical approaches as solutions and punishments for criminal offenses. There is the possibility that other convicted felons would try to make the case that the crime they committed was due to a mental illness and they deserve the same amount of research and medication in an attempt to “help them” as those convicted of sexual offenses.

Rebuttal #4

The problem with this argument is that sexual deviancy is related to physical aspects of libido and testosterone that can be lowered using this medical solution. This solution has been proven to work over a long period of time first in European nations and now in the U.S. while there is not research that links other crimes to a medical issue other than mental insanity which is already provided for as a defense in a criminal trial. Also, if there is a way to eliminate thousands of people from being victimized, lower the number of people in prison, eliminate the risk of children being victimized, and put otherwise upstanding members of society in a position to be positive contributing members, then that solution should be used regardless of whether it is a medical solution or not.

Conclusion

The empirical evidence has shown that chemical castration is a way of helping to solve a very serious and prevalent problem in American society. In my opinion; and according to the evidence, there is no argument against the use of these drugs that validates ignoring this form of treatment that will not only help re-integrate people into society that can become valuable, contributing members of society instead of keeping them incarcerated, but will also eliminate thousands of innocent people from being victimized by crimes of a sexual nature. I hope and expect to see more states adopt policies to use ADT in the future.

Works Cited:

1.     ACLU.org. "Prisoner's Rights-Recent Court Cases.". American Civil Liberties Union-National Prison Project, n.d. Web. 17 Nov 2012. <http://www.aclu.org/prisoners-rights>.

2.     Barrett , David. "Sex Offenders Volunteer for Chemical Castration drug treatment." telegraph.co.uk. N.p., 27 20808. Web. 19 Nov 2012. <http://www.telegraph.co.uk/news/uknews/law-and-order/3966139/Sex-offenders-volunteer-for-chemical-castration-drug-treatment.html>.

3.     Beggs, S. M., & Grace, R. C. (2011). Treatment gain for sexual offenders against children predicts reduced recidivism: A comparative validity study. Journal of Consulting and Clinical Psychology, 79(2), 182-192. doi:10.1037/a0022900

4.     Bureau of Justice Statistics. (2003). Recidivism of sex offenders released from prison in 1994. Retrieved from http://bjs.ojp.usdoj.gov/index.cfm?ty=pbdetail&iid=1136

5.     Center for Sex Offender Management (CSOM) (2000). Myths and Facts about Sex Offenders. Retrieved from http://www.csom.org/pubs/mythsfacts.html

6.     Center for Sex Offender Management (CSOM). "Recidivism of Sex Offenders. CSOM Publications, n.d. Web. 15 Nov 2012. <http://www.csom.org/pubs/recidsexof.html>.

7.     Florida Statute 794.0235. "Administration of MPA to persons convicted of sexual battery." Lawserver.com. Lawserver.org, n.d. Web. 12 Nov 2012. <http://www.lawserver.com/law/state/florida/statutes/florida_statutes_794-0235>.

8.     Govlouisiana.gov. "Governor Signs Chemical Castration Bill." Govlouisiana.gov. Office of the Governor of Louisiana, 25 June 2008. Web. 13 Nov 2012. <http://gov.louisiana.gov/index.cfm?md=newsroom&tmp=detail&articleID=270>.

9.     Holehouse, Matthew. "Paedophiles chemically castrated in British Jail." telegraph.co.uk. The Telegraph Newspaper, March 13 2012. Web. 12 Nov 2012. <http://www.telegraph.co.uk/news/uknews/law-and-order/9139845/Paedophiles-chemically-castrated-in-British-jail.html>.

10.  Knapp, Mace. "Pedophile and Child Molester Statistics.". yellodyno.com, n.d. Web. 13 Nov 2012. <http://www.yellodyno.com/html/child_molester_stats.html>.

11.  Legaldictionary.com. "Eighth Amendment Legal Definition."  legaldictionary.com, n.d. Web. 17 Nov 2012. <http://legal-dictionary.thefreedictionary.com/Eighth Amendment

12.  Miller, R. D. (1998). Forced administration of sex-drive reducing medications to sex offenders: Treatment or punishment. Psychology, Public Policy, And Law, 4(1-2), 175-199. doi:10.1037/1076-8971.4.1-2.175

13.  Norman-Eady, Sandra, Chief Attorney. "Castration of Sex Offenders." cga.ct.gov. N.P., 21 2006. Web. 17 Nov 2012. <http://www.cga.ct.gov/2006/rpt/2006-R-0183.htm>.

14.  RAINN.org. "Statistics." RAINN.org. RAINN-Rape, Abuse & Incest NationalNetwork , n.d. Web. 15 Nov 2012. <http://www.rainn.org/statistics>.

15.  Redstate.com. "Gov. Bobby Jindal sings bill to chemically castrate sex offenders." archive.redstate.com. N.p., 27 2008. Web. 13 Nov 2012. <http://archive.redstate.com/stories/breaking_news/gov_bobby_jindal_signs_bill_to_chemically_castrate_sex_offenders>.

16.  Rice, M. E., & Harris, G. T. (2011). Is androgen deprivation therapy effective in the treatment of sex offenders? Psychology, Public Policy, And Law, 17(2), 315-332. doi:10.1037/a0022318

17.  Rondeaux, Candace. "Can Castration Be a Solution for Sex Offenders." washingtonpost.com. Washington Post, 5 2006. Web. 6 Nov 2012. <http://www.washingtonpost.com/wp-dyn/content/article/2006/07/04/AR2006070400960.html>.

18.  Saywitz, K. J., Mannarino, A. P., Berliner, L., & Cohen, J. A. (2000). Treatment of sexually abused children and adolescents. American Psychologist, 55(9), 1040-1049. doi:10.1037/0003-066X.55.9.1040

Profanity in the Classroom (SAMPLE PAPER 2)

“Do you bite your thumb at me, sir?” (Gordon). Many of the most prominent and brilliant minds throughout history were fluent in the profanity of their time. Hailed as one of the greatest playwrights of all time, Shakespeare’s works are scattered with obscenities and crude phrase. In recent years there has been increasing agitation about the role profanity plays in the classroom. Some educators have even lost their jobs as a result of the controversy. Many agree that the tide of cursing cannot be stemmed; one teacher from New Jersey stated in a news article that, “despite all the effort schools are making to eliminate students’ use of profanity, I do not think it is going to stop. In fact, I’m sure it will only get worse” (Grossman par. 18). But, perhaps this is not such a terrible phenomenon. In a different approach to dealing with the issue, some professors have chosen to embrace the trend and incorporate it into their teaching strategy. It seems that they have found a unique solution to another frustrating education problem: impassive students and poor classroom participation.

Universities today are plagued with non-responsive and disinterested students. In frustration, Michelle Merwin, a psychology professor at the University of Tennessee at Martin discusses the unresponsiveness of her students in a recent online college journal. “I see disruptive students, sleeping students, unfocused, distracted students — students who are disengaged. I have the urge to scream at the sea of impassive faces, ‘please care about something!’… Too often, disruption feels more welcome to me than the expressions of impassivity and boredom” (Merwin par. 2). Many sources knowledgeable on the matter suggest introducing entertainment and activities to the curriculum to encourage student engagement. However, this tactic can prove to be difficult in large or lecture-based classes. Professors must find a way to connect with their students verbally.

Any good presentation, whether it is a speech, lecture, or essay begins with an attention grabber, or hook: “a means of attracting the interest or attention [of an audience]” (“Hook”). English professor Stephen Sniderman, when questioned about his exploratory teaching techniques, stated, “My goal as a teacher is to get students to think, and if I thought it would help to say fuck in class, I would say it. And I do” (Harvey par. 4). It humanizes professors; Sniderman believes that profanity can be “used as a relaxation tactic in the classroom… [He thinks] a more relaxed vocabulary in the classroom helps ‘create a different atmosphere’” (par. 10). When a professor approaches communication in a way that students are very familiar and comfortable with, they are more likely to participate in discussions. “‘It sometimes loosens students up. It gets a laugh,’ [a] freshman… agreed, and said that not only would it generate a more comfortable environment for some students, but it also gets her to pay more attention [during class]” (par. 11-12). Students who are interested in the discussion and pay better attention to the material are more likely to perform better on assignments and exams as well as form stronger relationships with their instructors and classmates. Students at a Texas university recently undertook a research project to determine whether or not profanity can actually release stress. According to Professor Yehuda Baruch who was in charge of the study, “Swearing is used as a social phenomenon to reflect solidarity and enhance group cohesiveness or as a psychological phenomenon to release stress” (Stinton par. 7). Personally, he feels that using profanity doesn’t pose any threat to the social environment (par. 6). Graduate assistant Jen Ondomisi confirmed that, “Words are only words; their meanings stand behind the way they are used” (Harvey par. 7). This study was repeated at other institutions and all came to much the same conclusion. In England, the study was performed at the University of East Anglia and it concluded “that foul language creates a good team spirit, allows [students] to vent frustrations and cements relationships” (Stinton par. 5).

Unfortunately, numerous teaching professionals still adhere to the conservative code of banning all profanity from the learning environment. In a private blog, a professor discusses her view of profanity in the classroom: “Unlike some professors, I never use profanity when I’m teaching… I think it sets the wrong tone for mature, scholarly discussion” (“Tales from the Classroom IV: Profanity” par. 2). A similar view is held by Skip Barnett who teaches linguistics at Goshen College. “He said he has seen a general downward decline of language… ‘Culture has gotten a lot looser about profanity’” (Madden par. 6). While mature, scholarly discussion is the dream of all professors, they must first arouse their students to actually participate in discussions.

Many people are also concerned about the psychological effect that profanity can have on others. “Such profanity in the classroom… is upsetting to teachers and administrators…” (Grossman par. 19). Venise Grossman is an instructor who writes a weekly educational column. She is a strong proponent of banning all profanity from the realm of education. In a past column she wrote, “When a person swears, he runs the risk of offending others and of sounding ignorant. Swearing is a lazy language. Instead of selecting a profanity, a better idea would be to select a more specific noun or adjective” (par. 23). Stephen Sniderman, an English professor in Ohio disagrees. “‘I’ve learned that everything is offensive to somebody, and it’s sort of pointless to worry about it too much,’ Sniderman said. ‘I am not going to purposely go out of my way to offend anybody, either. That’s not my goal’” (Harvey par. 17). Senior Richelle Semko agreed saying, “If someone can’t handle that language at the college level, there’s a great lack of maturity” (par. 14-15).

In the end, it seems that use of profanity in the classroom is simply a personal preference. Both Sniderman and students polled at Iowa State University agreed that classroom profanity depends on “the professor, their teaching style and the situation” (Harvey par. 8) (Stinton par. 9-10). Used properly it can be very beneficial to the learning environment. Students can become more engaged in the material and discussions and, ultimately, perform better in the class. Stephanie Garrett, an undergraduate English student shared her philosophy on the matter with the students from Texas A&M University-Commerce who conducted the study of the link between stress relief and profanity use. “Swearing in the classroom is fine as long as it is used at the appropriate times. I think it does actually unify the student and teacher because it is something they feel they have in common. It, in some ways, puts them on the same level” (Stinton par. 11).

Profanity is not a mark of ignorance or incivility. Language, profanity included, is constantly evolving and many historically prominent figures embraced the culture of their time. Perhaps the problem truly lies in people’s inability and unwillingness to adapt to the evolution of this society. They see it as a problem that needs to be fixed – an infection that must be cured. Our culture is being purged of its creativity and spunk. According to Sniderman, “Teaching is performing, and it’s so complex; it’s so much there in the moment, and you’re not in control of the situation fully. So, it’s a lot of taking chances, taking risks” (Harvey par. 9). As children we are encouraged to take risks and explore, but often as adults we are reprimand and sometimes even penalized for taking chances. Teachers who choose to use profanity in the classroom are taking creative risks in order to get through to their students and ultimately achieve their original goal: to teach.

Works Cited
Gordon, Suzanne L. “The Elizabethan Insult.” The Renaissance Faire Forget-Me-Knot. 2001. 7 Apr 2009 .

Grossman, Venise. “Cursing in the classroom is a problem that won’t go away.” Courier-Post 16 Dec 2004.7 Apr 2009. .

Harvey, Mandy. “Profanity in the classroom.” The Jambar 3 June 2004.7 Apr 2009. .

“Hook.” Answers.com. 2009. Answers Corporation. 7 Apr 2009 .

Madden, Melissa. “Say what? Profanity has become part of many teens’ everyday language .” The Elkhart Truth Newspaper 19 May 2005.7 Apr 2009. .

Merwin, Michelle M. “Let sleeping students lie?: Using interpersonal activities to engage disengaged students.” College Student Journal Mar 2002. Findarticles.com. 15 Apr 2009. .

Stinton, Marthe. “What the ****? Profanity releases stress.” The East Texan Online 1 Nov 2007.7 Apr 2009. .

“Tales from the Classroom IV: Profanity.” Apropos of Something. 17 Oct 2007. 7 Apr 2009 .



Renewable Energy, the New Energy? (SAMPLE PAPER 3)


Oil shortages may not break into the headlines as often as war or global warming, but this nonrenewable energy source is certain to run out sooner than we think. As one focuses on America, energy is of the same importance as the money that runs through our economy. Without it, our technology and infrastructure would come to a complete halt. This country may be decades, or even centuries away from being unable to import and drill for oil, but the need to begin generating our own energy is upon us. However, even if supplies last for a while, it is simply a smarter decision to go domestic for our energy in order to keep ourselves out of wars for oil. Lucky for us, America is slowly but surely expanding and testing the boundaries of domestic, renewable energy. Leading the way in this renewable race are the technologies of solar and wind energy.

As Americans, we rely on nearly 21 million barrels of crude oil each day just to run our country and keep our stock supplies at a safe level (Wikipedia, par. 9). This figure by itself can be alarming if one would realize how much money we spend day after day on a source we know will run dry. This is due to the fact that it is nonrenewable and takes millions of years to naturally be produced. With prices of crude oil hovering around fifty dollars per barrel at this time, the math simply shows that we spend over 1.1 billion dollars on oil per day. This may be the raw source which drives our vehicles and some other energy needs, but one cannot be content with indirectly paying other countries just to satisfy some of our energy needs.

The focus has been on our consumption of oil, but we burn more than just our wallets on other sources of dirty, nonrenewable energy. As the Energy Information Administration shows for the year 2006, and most recent years, the United States’ consumption of renewable energy as a whole does not come close to what we burn in the different types of fossil fuels. There are good reasons for this, if one is looking at the alternative energy argument from a pro fossil fuel side. With prices for coal and natural gas relatively low, it might be hard to put forth the money needed to initiate a green plan. Also, oil prices have declined rapidly in the past year, which seems to have put some in a more relaxed position, yet this will not always be the case.

People in the United States and other developed countries notice the cost of fossil fuels when they rise, but we can absorb more than a lot of developing countries. As Americans, we must treat these smaller countries as an example as to what could happen to us in the long run. No one knows exactly when coal and oil supplies will start to diminish, but as Altenergy.org discusses, the third world countries, like Cuba, have already started to revert back to older times with changes like horse-drawn carts instead of trucks, and oxen in place of tractors (par. 6). This may be at the extreme end of the spectrum, but it is still an excellent example of why we must better our energy use habits.

Getting over this cost difference is one thing we must eventually do. The initial prices of renewable energy may be more than what we spend on fossil fuels and other nonrenewable fuels, but in the long run it will pay off. Just the simple fact that we will have more independence from foreign countries, which control a majority of our energy supplies, is a pro in this debate. Another pro with fossil fuels that the author Heron makes, is the fact that the technology to use fossil fuels exists now. He goes on to say that this “makes their use immediate,” implying that other fuels are not as ready to be consumed. This may be true for technology concerning hydrogen propelled cars and other new-aged ideas, but the renewable energy sector is already being used in today’s world.

Fields full of solar panels and plains dotted with wind propellers can be see across the world today. With these two renewable sources of energy being the main focus of this paper, a more in depth look is required to see if these sources are even worth switching to. One has seen some of the broad pros and cons concerning the fossil fuels we as Americans consume today, but there are some facts about alternative energy that are not circulated as much as they should be. First, consider the source of energy that allows our food and plants to grow in great abundance. Solar energy is a step ahead in my opinion because it takes no refining and most countries could, in a sense, harvest it for at least some time out of the year.

However, there are some pitfalls to solar energy. The two main cons concern the cost of installation and amount of sunlight that an area receives (Altenergy.org, Solar par. 15). Many of us may have heard about the cost that comes with getting this ‘free’ energy. Just as with any other renewable energy source the cost will be more at first, but it can even itself out within as little as five years (par. 16). A question that may arise in this paper is where America itself, or its individuals, might get this extra money in a struggling economy to invest in solar panels. The answer to that is that through the controversial stimulus package of 2009, “The American Recovery and Reinvestment Act will invest nearly $79 billion in renewable energy, energy efficiency and green transportation” (Dickerson, par. 5). This money can surely be spread out and used to improve our renewable technology and to continue using more of it to help our independence from foreign energy.

The second downside that people find with solar panels is the amount of sunlight a certain place receives. Focusing in on America, we have found one of the best spots in the world. The southwest corner of our country receives a large amount of sunlight with little to no clouds all year long. There are already some solar fields in place here which proves to the effectiveness of finding the correct location. However, this seems to be the only prime spot, because at other locations around the country, precipitation and storms would cause too much of a threat to any solar field.

A great point to solar power, that should be made in any energy debate is the use of photovoltaic solar power. As the Altenergy.org (par. 7 & 8) section on solar energy explains, photovoltaic solar power boils down to the fact that these types of cells (components of a solar panel) directly produce electricity and therefore have no moving parts. This seemingly puts solar power at the forefront of renewable energy because very little maintenance is required. Along with this, this photovoltaic power does not need to be used in large fields. As seen in today’s world, individuals are placing solar panels atop their houses to power their own electrical needs.

Using wind as energy has been around since man first constructed windmills and set sails. Since then, not much has changed except for the technology behind these practical uses of wind. This long history provides a big pro behind supporting wind energy such that the windmills have continually come closer and closer to excellent efficiency throughout the years. However, as with anything, there are a few cons that go along with this renewable source. The per unit electrical output is less than that of solar, which means that windmills would take up more land area in order to produce the same amount of electricity (Altenergy.org, Wind par. 10).

Like with solar fields and the sun, windmills can only be put where there is enough wind to make it cost effective. Yet once a place is found, the price is rather high to install and maintain a field of windmills. Nevertheless, there are benefits that help balance this out. Skilled jobs are provided in the areas around these windmill fields, and as Americans we can be assured that wind prices will never rise like those of oil (Altenergy.org, Wind par. 1). After a while these windmills could seemingly break even in cost once they produce enough energy to pay for themselves. And of course as time passes, the wind will never need to be imported, nor will it ever diminish.

As one can tell, solar and wind energy have been the main foci of this paper. There are however, numerous other renewable energy sources in use today but considering the pros, cons and my own opinion, these two cannot be beat. Looking throughout the Altenergy.org site, one can look through the pros and cons of these different renewable energy sources:

A good example of these other types is the fact Ball State itself will install a geothermal energy system over the coming years. Yet the kind of geothermal that Ball State will be using is the only effective type and it comes with a salty price tag which would take longer than solar to pay for itself. Another source of energy being considered is biomass; however the amount of land needed is large. Along with the energy output would not be worth the land that the biomass material used. When considering hydroelectric and wave energy, the term renewable is prominent here and it would not require many square miles because the rivers and oceans already control the areas. However there is a high level of maintenance and cost accompanying these two types. Another aspect which should be considered with these two is wildlife disturbance seeing as it disrupts rivers and disturbs the ocean floor. (Altenergy.org, Renewable Energy)

The simple point being made here is that solar and wind power come out on top when one looks at every angle of renewable energy sources. ClimateBiz supports this claim when they reported, “Much of the growth in non-hydro renewable energy generation was spurred by the wind and solar sectors, which increased in 2008 by a robust 51 percent and 36 percent, respectively” (par. 4). It is great enough that America is starting to use more renewable energy as time goes on, but if we are able to focus on the ones that work best, then we can truly take a step towards our energy independence.

We hear on the news all the time about skirmishes or wars that we are involved in, yet the real reasons why we are there may hide the fact that our ambition is driven by energy. We are tied up in countries that supply us with oil, one of our main energy sources for vehicles and power. This is just one of the numerous reasons why it is only practical that we, as Americans, need to invest in domestic, renewable energy. Among the different types of renewable energy, solar and wind power are among the leaders and have expanded in the past years. Even so, it is not nearly enough until we are able to become a truly free nation concerning our energy demands.


Works Cited
Altenergy.org, “Renewable Energy.” Alternative Energy. Alternative Energy Institute. 14 Apr 2009 .

Altenergy.org, “Solar Energy.” Alternative Energy. Alternative Energy Institute. 13 Apr 2009 .

Altenergy.org, “Transition Energy.” Alternative Energy. Alternative Energy Institute. 8 Apr 2009 .
Altenergy.org, “Wind Energy.” Alternative Energy. Alternative Energy Institute. 13 Apr 2009 <>.
ClimateBiz, “Renewable Energy Generation Climbs in 2008, Fossil Fuels Dip.” GreenBiz.com. 26 March 2009. Greener World Media, Inc.. 8 Apr 2009 .
Dickerson, Marla. “Stimulus package gives a boost to clean energy.” Los Angeles Times. 18 Feb. 2009. LA Times. 13 Apr 2009 .
“Energy in the United States.” Wikipedia.org. 27 March 2009. Wikimedia Foundation, Inc.. 8 Apr 2009 .
Energy Information Administration (EIA), “Official Energy Statistics from the U.S. Government.” Energy Information Administration. July 2008. EIA. 8 Apr 2009 .
Heron, S. “Pros & Cons of Fossil Fuels.” eHow. 26 February 2009. eHow. 8 Apr 2009 .



Merit Pay: A Wrong Turn for the American Education System (SAMPLE PAPER 4)

There is no doubt that teachers, professors, and educators in America deserve more pay for their long, tedious hours they spend in the classrooms. However, there still exists many discrepancies concerning how to compensate teachers with higher pay. Currently, President Barack Obama is advocating a merit based pay system as part of his plan for reforming education in America. Merit pay associates higher salaries and bonuses with better performance in the classrooms. While the merit pay system does reflect signs of progress of much needed educational reform in America, it has several negative consequences. Merit pay results in particularly unfair situations for teachers and incorporates standardized testing along with multiple setbacks associated with standardized testing. In addition, one possible solution in place of merit pay is a plan which gives more responsibility of education to local governments and local communities instead of giving all of the power to the national government and the national community.

First of all, while opportunities for increased pay seem like the perfect plan for teachers to earn more and do more for the school and students, teachers will find that the merit pay system puts them in particularly unjust situations. If President Obama rewards individual schools with more money, there is a strong chance that this money would go directly to the upper tiers of that particular school such as the principal at a high school. For instance, such power given to an individual who is already in much control could lead to a dishonest path where the principle plays the “favoritism” game. Multiple surveys have in fact revealed that over half of the teachers in America that have been questioned believe that principals will reward loyalty over test scores (“Obama Challenges”). If situations like this arise, then the whole legitimacy of the merit pay system is basically compromised because teachers are not rewarded for higher quality work.

They could be compensated due to dishonest dealings in a dishonest school. Ultimately, this does not necessarily mean better educated individuals. If that teacher who is looked highly upon by the principle is in fact a bad teacher, then poorly educated students will emerge year after year.

Another unfair situation can be examined in the context of experienced educators who have put many years into their profession. Like any other career, the longer a person accumulates experience and does a good job usually results in a higher salary. However, if merit pay becomes a part of educational reform, then the very opposite could happen to teachers across America. Experienced teachers may not necessarily show strong test scores, through which merit pay is based, for a given time period, and as a result, their salaries would never increase like they are scheduled to. It is always possible that their salaries can go down as well.

Teachers have already expressed concerns about this saying that they view merit pay as “…an unraveling of job protection…” and “…unproven and incapable of fairly judging which teachers should earn raises” (“Good for Teachers?”). Teachers are already in situations considered highly unfair because of their low pay, yet they are an important influence on the younger generation. But this would make it even worse. As a result, merit pay might not reward service and dedication like most other careers do. It instead could leave the experienced educators in America fearful that their hard work throughout the years was ultimately useless.

Thirdly, a national initiative such as merit pay conducted by the U.S. Government results in a national means to monitor progress, which is through standardized testing. Standardized testing has many negative consequences such as causing educators to cheat and lie, especially when higher pay is on the line. In some of the most dishonest cases of merit pay associated with reform in the past, teachers have taken advantage of the system for increased rewards. One example can be taken from England in 1710 where a merit pay system was linked to students scores on exams over core subject areas. Unfortunately, the outcome was that “…teachers and administrators became obsessed with financial rewards and punishments…,” and “…teachers and administrators were tempted to falsify results, and many did” (“Squelches Teaching”). There is no reason why a similar situation like this could not happen in America. In fact, something extremely analogous did happen in 1969 when President Nixon issued a merit pay system called “performance contracting.” Under this system, the opportunity for more money made no changes in how students performed, and it caused teachers to alter scores and teach only material that would be covered on the tests (“Squelches Teaching”). What these examples show is that merit pay often times encourages lying and cheating. With such dishonesty included in the classroom, it is not too far off to think that the students under the dishonest teacher could turn out to be dishonest themselves.

Now, such cases of dishonesty are typically rare, but teaching to the test can have negative outcomes even when the teacher is not corrupt. Under the current system of education, teachers are already pressured by state governments to perform at a certain level on standardized tests. In a middle school in New York, teachers were forced by the principle to teach subjects outside of their area because of an upcoming state test, and what resulted was that less than one in four middle school students in New York passed the exam (“Seven Reasons”). What this whole scenario suggests is that even when teachers’ intentions are honest, negative outcomes ensue. This example also reveals that certain subjects, particularly those that are going to be found on state mandated tests, are held more important than others. However, this model was only at the state level. Much severe consequences are likely to arise if President Obama issues a merit pay system because this system will be based off an even more all encompassing agenda with even stricter guidelines. With such a profound level of pressure from the U.S. Government, teaching to the test will certainly result be it for honest or dishonest purposes. Not only that, but teachers will not be able to even have the freedom to teach the subjects they want to teach, and knowledge is ultimately confined to what the government wants one to know or wants one to view as more important.

Currently, President Obama and many liberals are opposed to the No Child Left Behind Act, an educational reform movement enacted by President Bush when he was in office. For this reason, they are looking to once again restructure education in America, more specifically into a merit based pay system. However, the problems of No Child Left Behind that President Obama is opposed to parallel the problems that would arise with a national merit pay system. University of Maryland Associate Professor of Education Linda R. Valli, who began research on No Child Left Behind in 2000, has stated that the standardized testing of NCLB “actually undermined the quality of teaching in reading and math,” and poor teaching was due to “the pressure teachers were feeling to ‘teach to the test’” (“No Child Left”). The issues of NCLB are very similar to the potential issues of President Obama’s merit pay system. So, while President Obama and many liberals are advocating the termination of NCLB, they are also promoting educational reform in merit pay that could give the same results.

Another defective aspect about standardized tests is that they do not always necessarily reveal the truth about the gains of knowledge of students, which is what education supposedly aims for. Currently, President Obama’s economic stimulus bill calls for $5 billion to compensate schools, but schools can only get this money by showing how well they are performing on standardized tests and state standards (“Stricter Standards”). This sounds like an ideal way for Obama to track which schools and which states are making progress in addition to what schools and what teachers deserve money. One can see the faults of this when looking at an example of eighth graders in Tennessee. According to the Tennessean, an online news source for everything Tennessee, eighth graders in Tennessee have some of the worst math scores based on standardized testing, and they “…scored lower than their peers in thirty-six states” (TN Math Scores”). Under the president’s merit system, a very small proportion of the reform money would be going to school districts in Tennessee. This may seem justified because the eighth graders did not perform so well in math on the state-mandated test. However, this represents an average. Nobody knows for sure that there were not, for example, a few struggling eighth graders who were still having trouble with basic mathematical concepts whose teacher got them to the point of just beginning to understand some Algebra. Those students may have gotten many of the Algebra questions wrong on the exam, but they increased their knowledge in math. However, the standardized tests do not show this, and neither those students nor the teacher will be rewarded with money from Obama’s economic stimulus bill.

Even though there are many negative characteristics of both merit pay and the standardized tests that determine that higher pay, there are some gains that follow. Merit pay, for example, has the potential to reward successful, young teachers with success they have brought into the classroom and put them on a level equal to more experienced teachers. One younger teacher in an interview has said that a few of the young teachers “…who are at the bottom of the pay scale do brilliant work that often goes unrecognized” (“Good for Teachers?”). In addition, Michael Podgursky, professor of economics at the University of Missouri has claimed that when you give teachers the opportunity to earn more, “…you’re likely to see better results” (“Will Work, Says Researcher”). This certainly would apply to the younger teacher who would strive to be more successful in order to earn more. However, this may not have much resonance with the experienced teachers who have worked their way up the ladder for years because now they are at risk of their salaries not rising like they should. How this would yield “better results” is a bit unclear because the experienced teacher could have a couple of “bad eggs” in the classroom who bring down test score averages, resulting in no chances for bonuses, rewards, etc., for that particular school year. In addition, the younger teacher’s work does not go unrecognized because that teacher, if doing a good job, will continue to have a job with increased pay as he/she accumulates experience. The fact that he/she is given an opportunity to work their way up like the other teachers is recognition in itself.

Concerning standardized testing, there are also positives to be found. Standardized testing serves as a good general guideline for both the government and parents to see what they need to do to ensure that students are properly educated in core subject areas (“Pros and Cons”). With these results, the government, parents, and teachers are better equipped with information that will help steer students into the right direction. However, standardized tests should be left at that: a guideline. It should not be the driving force for all educational purposes because such a guideline is very general that leaves out multiple variables of education and knowledge. Standardized testing should serve as a very rough sketch of the current state of education in America and nothing more.

A merit pay system established by the national government may at first seem like the only logical solution to such a complicated problem. However, a similar system could be set up with much more appealing results if the responsibility is in the hands of the local government and communities within a given school district. Because pay seems to be the main problem, the solution is geared towards that very aspect. There are around 13,500 school districts in the U.S. (“School District”). Assuming that each district receives an equal share of the money, each district will receive approximately $370,370. In the school district I grew up in, there were around two hundred and twenty or so teachers. If each teacher were to be compensated equally, the result is around $1,675 for each teacher in the district. The teacher can earn more based on test scores, but there is not a lot of money in the national system for each individual district and teacher. Assuming that each teacher performs equally on standardized tests, then $1,675 is the highest that teachers in my district can go in terms of increased pay for that semester, year, etc. Also, a very well-deserving teacher may have had poor test scores and is not compensated fairly, while another teacher who did less work taught an advanced group of students. These are some problems of President Obama’s projected plan.

A plan on the local level could yield better results. Suppose a local government imposes a one-hundredth of a percent tax increase on the income instead of property tax on the residents living in a particular school district. My school district represents an average of 16,000 people with incomes of about $40,000 to $50,000. At the end of the year, this represents an average of about $6,400,000 accumulated from the residents of that district for the school in their district with each individual being taxed $400 at the end of the year. If all of this money is allowed to go to higher salaries for teachers, it could result in a $29,000 wage increase per teacher in my particular district, assuming that the teacher has earned it. Teachers in Indiana earned an average of $46, 591 in 2004-2005 (“Teacher in Indiana”). With a $29,000 wage increase, that results in a potential salary of around $75,000, a salary which fits more in line with what teachers ought to be compensated with.

Not only does this plan reflect rewarding teachers with reasonable salaries, but it also lets the community know where this money is going. Instead of being taxed for higher salaries for teachers that are virtually unknown to the ones being taxed, why not allow the people to be taxed for the benefit of teachers whose good deeds are already acknowledged? With this plan, parents of children can actually reward the teachers who are known to have positively influenced their children. The local governments could even take it a step further by allowing the residents to vote for which teachers deserve raises. This is ideal, because many residents already know about the good teachers and the bad ones, and in this way, people can have more control and responsibility on educational reform. Some power is, therefore, given to local communities who know how and where that money ought to be distributed.

In closing, a national merit pay system as a means of educational reform is a problem that is indeed very difficult to resolve rationally with concrete answers. What is clear, however, is that the cons of a merit pay system far outweigh the pros. For one, merit pay can result in favoritism based on illogical grounds as well as unfair situations for experienced teachers who have already proven themselves throughout the years. Also, the nature of a merit based system calls for broad standardized testing, which includes multiple implications. Teachers corrupted by the opportunity for increased pay can alter test scores for more money, and they have done this in the past. Teachers, whether impelled by dishonesty or honesty, must also teach to the test to some degree in order to meet standardized testing requirements, and this would be taken to the extreme in the context of standardized testing associated with merit pay. In turn, this causes education to be very limited. Finally, standardized tests do not always clearly show who a good or bad teacher was during a given school year. It does not reveal the whole truth concerning whether teachers actually increased the knowledge of students. Instead, standardized tests may reveal that there are some students that may be advanced but under the tutelage of a poor teacher who score high on a test whereas there are students who are a bit behind but under the instruction of a very good teacher, yet they score poorly on the test. Certainly, education in America is spiraling downward compared to that of other nations, and reform is needed. However, a merit based pay system and national standardized testing may not be the best approach to do this. There is probably no absolute answer for perfect educational reform in America, but there are clear answers of what “perfect” reform should not be. One of these answers of what it should not be is rewarding teachers based on merit pay.


Works Cited

“Become a Teacher in Indiana - IN — Teacher Education | Certification | Credentials | Training.” Teacher World - Education for Teachers and Administrators. Web. 12 Nov. 2009.
Drevitch, Gary. “Merit Pay: Good for Teachers?” Scholastic. Jan. 2006. Web. 8 Nov. 2009.
Gasbarra, Paul. “Obama Challenges Teachers’ Unions on Merit Pay: Feat or Folly?” Public Agenda. Bill and Melinda Gates Foundation, 10 Mar. 2009. Web. 8 Nov. 2009.
Margie. “Pros and Cons of Standardized Testing.” Bright Hub. 17 Sept. 2009. Web. 11 Nov. 2009.
“Obama Education Plan Speech: Stricter Standards, Charter Schools, Merit Pay.” The Huffington Post. 10 Mar. 2009. Web. 8 Nov. 2009.
“Obama’s Merit Pay For Teachers Will Work, Says Researcher.” Web log post. Scientific Blogging. 13 Mar. 2009. Web. 9 Nov. 2009.
Ottalini, David. “No Child Left Behind’s Emphasis on ‘Teaching to the Test’ Undermines Quality Teaching.” University of Maryland Newdesk. 8 Jan. 2008. Web. 15 Nov. 2009.
Sadker, PhD, David M., and Karen R. Zittleman, PhD. “Test Problems: Seven Reasons Why Standardized Tests Are Not Working.” Education.com. McGraw Hill. Web. 11 Nov. 2009.
Sarrio, Jaime. “TN Math Scores Among Worst in U.S.” The Tennessean. Electronic Express, 15 Oct. 2009. Web. 8 Nov. 2009.
“School District.” Wikipedia. 21 Oct. 2009. Web. 8 Nov. 2009.
Troen, Vivian, and Katherine Boles. “How ‘Merit Pay’ Squelches Teaching.” The Boston Globe. 28 Sept. 2005. Web. 8 Nov. 2009.





Music Education: An “Extracurricular”? (SAMPLE PAPER 5)

As school corporations find themselves receiving less and less funding, they attempt to minimize costs by eliminating what they feel are unnecessary programs, like music education, from their curriculum. Instead, they place value in more traditional subjects such as mathematics and the sciences. Many fail to see the proof showing how music education can not only enrich its students’ learning of other subjects, but also promote lifelong learning, social skills, and decrease illicit activity. As a result, music is usually among the first programs to be cut from a school’s curriculum during financial restrictions. To preserve music’s place in academia, teachers, parents, and community leaders must seek to be well-informed about this and communicate this knowledge to others.

The most relevant factors in this educational debate are the ability of music to cross over into other curricula and its influence on cognitive development. The overwhelming evidence available that legitimizes its necessity paints a crystal-clear picture in favor of music programs. “…music education enhances abstract reasoning needed in learning math and science” (Petress, par. 9). An excellent example of a way music can be integrated as a key “ingredient” in the instruction of other subjects is seen in the Music Educators Journal. Students selected a piece (most of them instrumental), developed a children’s story from what they thought the composer was trying to communicate, and compared their interpretation with the actual meaning of the piece (Kite, par. 4-8). Obviously, the primary “traditional” subject included in this program is language arts, specifically writing techniques like topic generation and revision (Kite, par. 9). However, including music in this process elevated its difficulty by requiring more steps in the creative process and comparing and making connections between seemingly separate topics (Kite, par. 14). This refreshing approach to learning also increased student interest in the project, according to its administrators (Kite, par. 12).

Research also proposes other effects of music in language arts saying that vocal performance “…may encourage language development. Because music is generally processed on the right side of the brain and language on the left, singing…stimulates hemispheric interaction” (Boyd, p. 7). According to University studies, the interhemispheric communication facilitated by music is more substantial than any other activity tested (Lehr, par. 10). Other physiological evidence favoring music education states that learning to play an instrument betters a pupil’s academic potential because it propitiates the formation of new neural pathways. This effect of learning and exposure to new stimuli is vital because when new connections are made, the brain is better-equipped to perform at its best (Lehr, par. 2).

Once again, music plays a crucial role in the progression of life-skills as it helps build a foundation for social and cultural knowledge. It is important to acknowledge the advantage that participation in music can provide even at a very young age. Music is first “taught” by the parents of an infant through singing and rocking. Parents who engage in these or comparable behaviors experience “…an enhanced sense of warmth and security for both” thus forging stronger emotional bonds (Boyd, p.5). These are some early signs of emotional maturation in the infant. A goal of music that is often overlooked, especially in relation to the early years, is its use as a facilitator of social interaction and emotional development. It could be easy to think that the primary aim of studying music is to train to improve one’s playing ability. However, focusing on technique and ability is actually discouraged when working with small children. “Criticism and fault-finding are completely out of place in early musical development…” (Boyd, p. 6) The advancements to be developed from these activities include lengthening attention-spans, exploring, and group interaction. These skills can also be of use to older children and those with learning disabilities who are more likely to succeed because of their increased confidence and communication skills. Because music is present in the majority of civilizations, it can also be used as a common tie when investigating other cultures and can promote tolerance (Boyd, par. 14).

The impact music has on the lives of its students affects so much more than just their classroom performance, but also on their society as a whole. One illustration of this can be seen in this statistic: students involved in band or orchestra responded with the lowest lifetime and present use of drugs (Petress, par. 6). While similar results can probably be cited for other activities, like sports, music holds its ground because of its ability to boost cognitive development and serve as an outlet for those not athletically-inclined. This emotional outlet for self-expression is also thought to contribute to the reduction of violent behavior in teenagers (Petress, par. 7). Musical instruction can also promote the development of values useful in many life situations such as goal setting, practice, and the ability to learn from constructive criticism. Others values include those more academic in nature like being able to listen to instructions and broader knowledge (Petress, par. 4). These factors, along with others, should be weighed when a school corporation attempts to validate the elimination of music programs.

A reason used to justify the decreased funds for music education, especially instrumental instruction, is “…the high costs of sheet music and instrument purchase and repair” (Petress, par. 3). Could one not examine the costs of many sports programs at many public high schools and see comparable expenses? As is previously mentioned, music poses some potential benefits that sports seem to be lacking, especially in intellectual development. And, after all, isn’t bettering one’s education the central reasoning for these financial reallocations? I do not attempt to diminish the importance of athletics in my questioning and I acknowledge that it too is experiencing budget reductions. I am simply responding to the apparent popular opinion that sports should hold priority over music programs. This is the effect of the general public’s lack of understanding of what can be gained from the pursuit of music other than learning an instrument. The association of music as frivolous and inapplicable to other subjects has damaged its value as well. “…identification of school music with relaxation has led many parents and school teachers to undervalue music as a fundamentally important branch of human learning” (Boyd, p. 13).

Other factors affecting this scenario include standardized tests and the No Child Left Behind Act, which, oddly enough, identifies the arts as “…a vital component of a school education” (Petress, par. 8). The emphasis on succeeding in tested topics, such as reading, is strong because funding is often directly proportional to these scores (Abril, par. 2). These happenings raise some thought-provoking questions about what is necessary for successful learning. For example, since music is not a subject tested on standardized tests, does this mean it is of minimal importance to a child’s education? If so, does this mean that other subjects not explicitly covered in these tests, such as history and foreign languages, are equally unimportant? I would think most could agree this is not the case. Noting music’s substantial influence on SAT results, a test with no music component, helps solidify its role in academic progress. Music students score considerably higher on this examination and earned more scholastic honors than their non-musical classmates (Petress, par. 8).

Despite the existence of substantial, scholarly evidence highlighting the many ways music enhances the intellectual, social, and character-building aspects of the individual and community, school boards seem unconvinced of its legitimacy during budget cuts. This situation necessitates the advocacy of teachers, parents, and other members of the community to inform others that music is not extracurricular, but can be an integral key to understanding other “traditional” subjects. The life-long advancements to be had from music are firmly grounded and, worthy of examination. Therefore, educational leaders must be willing to ponder the logic of eliminating a program that is proven to benefit another subject, such as reading, in efforts to improve that subject.

(SORRY, NO WORK CITED FOR THIS ONE)




Critical Witness: Beauty vs. Society (SAMPLE PAPER 6)

Achieving a healthy definition of beauty may seem like a trivial concern when compared to the other traumatic events taking place in our world today, such as the war in Iraq and the drug war in Mexico, but raising secure and independent children is a crucial part of our future as a society. Children today are bombarded with misleading images and ideas (Lying Eyes, 2). From Disney movies to commercials to reality television, we are repeatedly exposed to messages about body image and society’s unrealistic and unhealthy definition of true beauty. Starting at an increasingly young age, we are taught that beauty is what you see on the outside because that is what sells products. These images that we see echoed in the media reinforce the importance of being attractive according to society’s standards (What Is True Beauty, 3). The media and society literally bank on the population feeling negatively about themselves and feeling insecure about the way they look to make a quick dollar. The media needs be less obsessed with the idea of achieving the perfect body and more concerned with helping to create a healthy society. Along with that, men and women must also learn to be less concerned with their looks. We must all challenge ourselves to change the way we think about and treat our bodies (Concern Over, 11).

Beauty is a large industry within our culture. Do you ever think about how many hours a day you spend in front of the mirror critiquing yourself, or how often you think about what others are thinking of you? It is most likely a bigger part of the average person’s daily life than many realize (Lying Eyes, 2). Defining true beauty is such a popular concept these days that mathematicians have even taken the time to create the “perfect” dimensions of a body. According to their formulas, the eyes should be a certain distance apart, the nose must extend a specific distance, the cheek bones and lips must be of good shape and size, the ears must lie flawlessly against the head, and the head itself must meet certain perimeter requirements. This is just the beginning; similar mathematical characteristics are also available for the other parts of the body, including the length of the torso, arms, and legs (What is True Beauty, 1). Unsurprisingly, these measurements leave no room for error. If a person’s features are off by a few centimeters, does that make them less beautiful? What one considers to be beautiful may be completely different that what someone else considers being beautiful. Discovering that one’s features do not meet the requirements for beauty is not something that would be good for a person’s psychological or emotional health. This is an example of the type of influences the media and society present the population with that lead to things like anorexia, bulimia, and self-esteem issues (Body Image: Loving, 1).

The concern now is why so much importance is being placed on the idea of physical beauty. It is common knowledge that being physically attractive often gets both men and women further in many aspects of life. These aspects include school, work, relationships and other avenues. Benefiting from physical beauty is not something that is just seen in the movies anymore. As bad as it sounds, physical attractiveness plays a large role in our day to day lives. Beauty has become an obsession for those who no longer believe that characteristics such as grace, charm, or personality is enough to get them the things they want out of life (What Is True Beauty, 8).

The phrase “Beauty lies in the eyes of the beholder” was coined long ago during Shakespeare’s time and is a much more acceptable definition of beauty than the one’s adhered to today (Beauty Lies, 2). The definition of beauty currently lies in the hands of the media. According to Karen Ritter, a licensed clinical social worker, if the beholder has been repeatedly bombarded by too much television, too many videos, or has read too many magazines, the eye may develop an unhealthy tunnel vision (Body Image Distortion, 2). “Body image is not just an appearance,” said Ritter. “Your body image has to do with your health, your various talents, and how able you are to be in tune with sensations in your body” (Body-Image Distortion, 3). The eye of the beholder is too often plagued by unrealistic expectations of our culture today. It is almost impossible to escape the media and its negative influences.

One common example of the unrealistic standards media sets for what is considered a “normal” body weight and appearance is Barbie. She has no fat on her body, but huge breasts. If Barbie were life-size, she would be 5’9” and weigh 110 pounds. Barbie would not be able menstruate due to the low levels of fat on her body. Girls are not alone in the struggle with body image. Boys are also given the impression that men are supposed to naturally have bulging muscles all over their bodies (Body Image, 4). The media’s idea of what is normal continues to get thinner and thinner for women and more muscular for men. Only approximately 5% of women worldwide have the genetic make up to ever achieve the long and thin model-like body type sold by the media (Body Image, 6).

Unlike the commercials and the other media influences that tell the population beauty strictly resides on the outside, there are several companies and proper influences that have begun a campaign to prove otherwise. Companies like Dove are taking a stand against the monster that is the media and are not afraid to tell the world that beauty exists everywhere you wish to find it (Dove’s Campaign, 1). If we lived in a healthy and accepting society, this is the thought process individuals would have when they thought about beauty and body images. Instead, society has an addiction with perfection. Young girls especially have fallen victim to the media and the stereotypes that attempt to persuade us we must achieve the perfect body to be accepted and acknowledged within the world. 42% of elementary school students between 1st and 3rd grades want to be thinner, 80% of children what are ten years old are afraid of being fat, 25% of men and 45% of women are on a diet on any given day, and 80% of women are not satisfied with their appearance (How Bad, 2). These percentages are proof that the media is taking over the way we perceive ourselves.

For every heartwarming and inspirational commercial like those Dove is working to inform society with, there are thousands of others that work in a completely opposite fashion. It is impossible to turn on the television without seeing a diet commercial. Commercials about weight loss, dieting, and having a thinner or more toned body prey on our self-esteem at every break in the action. The diet industry wants society to feel negatively about themselves so that we will buy their products in an attempt to achieve the type of body our culture tells us we should have. With all of the messages we receive from the media, it is no wonder our society struggles with body image. This struggle is only becoming more and more difficult for our culture to overcome. According to studies conducted in 2000, the media is playing an increasingly larger role in a women’s body image than reports from 1990 show. With this information, it can de deduced that society’s meager attempts to teach men and women of all ages to be wary of the media and to maintain healthy lifestyle practices, is in vain. The media’s effect on our psychological health is only getting stronger. These results are disturbing because a negative body image leads to bigger problems such as low self esteem, depression, obesity, anorexia, and bulimia (Concern Over, 4).

The way in which the information is presented to society and the lies that come with the information is not healthy or fair, but there is some truth to what is said. Behind the desire to make a quick buck is a concern for the health of the human population. The definition of what is truly beautiful has been taken to the extreme, especially on the big screen, but society would benefit from taking more responsibility for their health. Dieting is not a bad concept until it becomes unhealthy and unrealistic. If done in a secure environment and in a healthy manner, there are many benefits that can come from it. There is much unbalance in our world when it comes to how we attempt to fit in and be accepted. In an effort to rebuke the media’s negative influences, we must learn to challenge the media’s definition of beauty and acceptability. The messages only work if society believes them. We must listen to our bodies and take rest days when necessary and only eat when hungry. Wearing clothes that fit, rather than trying to fit into old clothes and choosing to surround ourselves with size-friendly and accepting people is also important. Lastly, recognizing that healthy, beautiful people come in all colors, shapes, and sizes helps to keep the negative thoughts at bay and may be the key to success and happiness (Body Image, 25).

One of society’s biggest flaws is its attempt to replicate true beauty (The Complex Definition, 5). Young girls see beautiful movie stars walk down the red carpet or across the screen of their favorite movie and want to be exactly like them. This is one of the many reasons why plastic surgery has become so popular recently. Females of this generation feel the need to look just like their favorite movie star and many will go to great lengths to achieve their dream. These methods of replication grow to be even more drastic as girls age. Even before children enter middle school, many young girls begin to dress, walk, talk, and act like their favorite movie star. Within a few years they are applying make-up in an attempt to transform their appearance into that of their idol. It is not long after the make-up stage before these girls are committing themselves to unrealistic life styles that include unhealthy diets and rigorous work out regimens. At its most extreme stage, females go under the knife to achieve the body or appearance of those that society has deemed “perfect”. Today’s younger generation would be much better off if they were able to understand that true beauty cannot be duplicated. Each individual is unique and special in his or her own way. The face we see in the mirror may never be reproduced again (The Complex Definition, 6). This individuality is what makes each person special in their own unique way. Learning to respect and love our own distinct qualities is an important part of accepting the bodies each of us has been given.

It is an undeniable fact that the idea of what is considered beautiful has changed immensely over the years. Today, to be considered beautiful, a woman must be stick thin and men must be ripped. It is hard to imagine that there used to be a time when women with curves were what was desired (Body Images, 6). Beauty should be viewed as a combination of physical features, inner spirit, personality, intelligence, and soul (The Complex Definition, 5). But until society as a whole is able to look at beauty with a less restricted point of view, it will continue to fall victim to the media’s influences and fall within the money making traps that have fooled so many. At the end of the day, true beauty does not need a definition. It is not something that can be nailed down and done justice with words. It was never meant to be outlined by a set of measurements or a specific set of characteristics (What Is True Beauty, 3). The definition of true beauty is something that we must all learn to define on our own. Women and men wanting to be attractive is completely normal, but unfortunately, many are striving towards something that is not realistic or achievable and leads to many health consequences. The issue lies not with our fascination with beauty images or with our desire to imitate them, but with what we have come to define as beautiful (Concern Over, 11). Keeping the media and its ulterior motives at bay is one way to begin writing your own personal definition; no one can define it accurately but you. How you look should never be more important that who you are (Body Image Distortion, 10).




Works Cited
““Beauty Lies in the Eyes of the Beholder, but Not Entirely” How True Is This Statement? | Answerbag.” Answerbag.com | Ask Questions, Get Answers, Find Information. Web. 07 Apr. 2010. .

“Body Image.” SNAC. Web. 08 Apr. 2010. .

“Body-Image Distortion a Growing Problem Among Women and Men - HealthyPlace.” HealthyPlace.com - Trusted Mental Health Information and Support - HealthyPlace. Web. 07 Apr. 2010. .

“Body Image: Loving Yourself Inside and Out.” Womenshealth.gov - 1-800-994-9662. Web. 10 Apr. 2010. .
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Critical Witness – Depictions of Race in Mass Media (SAMPLE PAPER 7)

Oftentimes in today’s society, we hear that America is one of the most diverse nations in existence today. Couple this with the nation having elected a biracial president in Barack Obama and there are a large number of people who will try to claim that America is now a “post-racial” society that does not see race at all. However, despite these claims, there are very few heroes and roles models for minorities, children of color in particular. The Screen Actors’ Guild has produced statistics showing that 72.5 % of all roles in film and television went to Caucasian actors, while 13.3% went to African-American actors, 6.4% went to Latino or Hispanic actors, 3.8% went to Asian or Pacific Islander actors, and 0.3% of roles went to actors who were of other or unknown ethnicity (McNary). When even the source of the statistics says “Diversity lags”, one can be sure that there is a problem in racial representation. One of the major ways of combating this would be to open up more roles for Asian American actors that are not stereotypes. Instead of specifying Caucasian actors for race-neutral roles (such as a teacher or athlete), opening the roles to other ethnicities can help show that people of color are just as capable of “saving the world” as white people are.

The subtle idea that “white is good” pervades our society to the point where it is accepted subconsciously as a part of the society around us. For example, try to think of an actor of East Asian descent that is not doing Kung Fu or karate movies and you will find yourself with few or no people that fit the bill. Genuinely dynamic roles for actors of color are difficult to come by, even today. The practice of “Yellowface”, which refers to “the continuation in film of having white actors playing major Asian and Asian American roles” (I, Michelle), is common for many films even today. While minstrelsy is very taboo in today’s society, there are countless examples of Yellowface both throughout Hollywood’s history and through today: The Mysterious Fu Manchu (1929-31), the various Charlie Chan films (1931-1935), Breakfast at Tiffany’s (1961), the infamous Kung Fu series where David Carradine usurped a role for whom Bruce Lee was intended (1972-75), even modern films such as I Now Pronounce You Chuck and Larry (2005) and Balls of Fire (2007) all feature white actors taking over roles that could easily (and according to some, should) be filled by American actors of Asian descent (I., Michelle). This takes away work from hard working Asian American actors who would do anything to be in roles that portrayed them as anything but the new immigrant who is the package delivery guy or the submissive young Asian girl or the Asian guy who never gets the girl. On top of that, it is wrong to assume that no Asian actors of any kind could have been found to fill these roles instead of Caucasian actors who already do not have problems finding work in Hollywood.

One of the upcoming examples of modern day yellowface that is being very closely followed is the movie, The Last Airbender, directed by M. Night Shyamalan and based off of the hit Nickelodeon series, Avatar: The Last Airbender (not to be confused with James Cameron’s Avatar). In the original series, the three season story revolves around a pan-Asian world, featuring characters from cultures that were Asian and Inuit based with very little visible Western influence in the show. It is generally accepted that the Air Nomads were based off of Tibetan Buddhist monks; the Water Tribes after Inuit and Yupik tribes; The Earth Kingdom after several East Asian countries, but primarily China; and the Fire Nation off of Imperialistic Japan – all of which can be seen by observing the various cultures throughout which the main characters traverse.

However, when it came time to cast actors for the live action adaptation, the actors picked for the four largest roles were to be filled with white actors. After a fan protest started up at “Aang Ain’t White” on LiveJournal (referring to the titular last airbender of the series) (“Saving…”), one of the four leading actors, Jessie McCartney, was replaced with Dev Patel of Slumdog Millionaire fame – only he would be playing the main antagonist, Zuko, thus making a world where there was once Asian and Inuit heroes and turning it into one where the antagonistic Fire Nation is now played by actors who appear to be Middle Eastern and the main heroes are white children saving the oppressed continent of mixed ethnicities in the Earth Kingdom. This makes it so that the message that only white people can save the world is perpetuated in a media that was supposed to show heroes of color, which are rare enough as it is in the world. Not only that, but it increases the already saturated amount of media that portrays Middle Eastern or Middle Eastern-looking people as the enemy and is thus an unjustly unbalanced – not to mention wrong – portrayal.

But if we as a society do not see race, then why are there so few heroes of color? And why are established characters of color repeatedly played by Caucasian actors? One argument is the need to cater to the majority. Indeed, Caucasian Americans are by and large the majority of the nation with over 240 million out of the over 300 million American citizens identifying as White or Caucasian (“Population Estimates”). Therefore, in the eyes of Hollywood and other producers of mass media, it would make sense to appeal to those of the majority seeing as they hold the majority of the available money for moviemakers. However, white people are fast becoming a minority in the United States, with both the U. S. Census Bureau and The Pew Research Center both projecting such figures by 2050 (“U. S. Population”, Passel). Even without that fact, the assumption that Caucasian people can only identify with other Caucasians is misguided at best and patronizing at worst, especially as children of color often have to look toward Caucasian heroes already and surely Caucasian children can do the same with heroes of color, showing them that not all African Americans are poor gang members or that not all Asian Americans are overachieving academics. And above all else, discrimination to make money is still discrimination.

Another common argument is that, since the movie is aimed at children, then race definitely does not matter because “children don’t see race”. However, this is far from the truth. Sixty years ago, a study was done by Kenneth and Mamie Clark in which they showed African American children two dolls, identical save for one obvious difference, skin color – one white, one black. The children were asked various questions comparing and contrasting the dolls such as “Which doll is the nice doll?”, “Which doll is the ugly doll?”, “Which doll would you rather play with?”, “Which doll looks most like you?” and other related questions. While the group sampling was small, most of the children in the study chose positive attributes to describe the white doll and negative attributes to describe the black doll. In 2006, the exercise was repeated by a high school child with results that greatly echoed the original study done sixty years prior. A junior college English professor performed a similar test using three Barbie dolls – one white, one black, and one Latina – also got similar results (“Do children…”). Researchers Po Bronson and Ashley Merryman have found that children can see racial differences as early as six months and children often group people together in their heads by race without any prompting beforehand. The fact that many parents do not talk about race explicitly with their children (with white families less likely than non-white to do so) does not help in truly teaching children that we are equal if something as easily visible as race is ignored (Bronson 55-56). When children are internalizing ideas about race at such a young age, it leads to assumptions about people of other races that no one told the, but they have reached by observing the world around them. Without roles models of color as well as Caucasian ones, children learn that only white people are heroes and only white people can be leaders in the world.

The most frequent of all the arguments in defense of casting practices that favor white actors is “they chose the best actors for the role”. However, there is a danger in assuming that looking like a character and acting the best are mutually exclusive. Organizations such as The Media Action Network for Asian Americans (also known as MANAA) and the East West Players strive for equal opportunity for Asian American actors and prove that there are minorities that can perform as well as any Caucasian actor, despite Hollywood’s tendency to place Asians and other minorities in the background.

The number one method that one can take to stop the imbalance in Hollywood’s movie roles is to boycott movies that use discriminatory casting practices. The Last Airbender, The Prince of Persia, and other movies that have characters of color played by white actors are good places to start. Another way is to support authors, filmmakers, and other creators who have protagonists of color who have very well balanced roles such as in Precious and The Kite Runner. And last, but not least, to educate one self on the issues surrounding the portrayal of characters of color in Hollywood. Many blogs provide perspectives of people of color as they see how race is portrayed in media and in society and many of them are great places to start.

Works Cited
Bronson, Po, and Marryman Ashley. “See Baby Discriminate.” Newsweek 14 Sep 2009: Print.
“Do Children See Race?”. Racebending.com. 13 April 2010. .
I., Michelle. “Yellowface: a Story in Pictures”. Racebending.com. 11 April 2010. .
McNary, Dave. “SAG stats: Diversity lags”. 23 October 2009. Variety. 11 April 2010. .
Passel, Jeffery and D’Vera Cohn. “Immigration to Play Lead Role in Future U. S. Growth”. 11 February 2008. Pew Research Center. 11 April 2010. .
“Population Estimates”. U. S. Census Bureau, Population Division. 11 April 2010. .
“Saving the World with Postage”. LiveJournal. 11 April 2010. .
“U. S. Population Projections”. U. S. Census Bureau. 11 April 2010.