New Thesis paragraph
Since the Hate Crime Statistics Act was established in 1990, the number of hate crimes reported has consistently ranged around 7,500 or more annually. According to a new study by the Leadership Conference on Civil Rights Education Fund, this approximates to nearly one every hour of every day. Therefore, it seems that for every hate crime that is occurring, there is another one being plotted. Some feel that hate crime legislation will inhibit free speech, while others believe that establishment of stronger hate crime legislation will, more importantly, decrease crime rate. Hate Crimes target people of different race, religion, gender, sexual orientation (most recently changed to also include the transgender community) and even those who exhibit a disability. These crimes range from name calling and vandalizing, to murder. As a witness of such crimes, I strongly attest to the establishment of more improved hate crimes laws. Such crimes can occur at anytime, and any place, such as college campuses. So, there is no reason why students who are there to gain an education should be fearful that such crimes could so easily be committed against them just because of who they are. It is more worthy to have our freedoms limited to increase the safety of our country, which is in the hands of our government.
Old thesis paragraph
According to a new study by the Leadership Conference on Civil Rights Education Fund , the number of hate crimes reported has consistently ranged around 7,500 or more annually approximating to nearly one every hour of every day, since the Hate Crime Statistics Act was established in 1990. By this statement, it seems that for every hate crime that is occurring, there is another one being plotted. Some feel that hate crime legislation will inhibit free speech, while others believe that establishment of stronger hate crime legislation will, more importantly, decrease crime rate. As a witness of such crimes that target people of different race, religion, gender, sexual orientation (most recently changed to also include the transgender community) or even those who exhibit a disability, and range from name calling and vandalizing, to murder, I strongly attest to the establishment of more improved hate crimes laws. These crimes can occur at anytime, and any place, such as college campuses. So, there is no reason why students who are there to an education should be fearful that such crimes can so easily be committed against them just because of who they are. It is more worth to have our freedoms limited to increase the safety of our country, which is in the hands of our government.
http://web.ebscohost.com/ehost/detail?vid=3&hid=107&sid=08ea7c6a-08f0-48ed-9a8c-b13cebfd537e%40sessionmgr112&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=43243860
http://web.ebscohost.com/ehost/detail?vid=5&hid=103&sid=6ca50da4-2ea6-4261-921f-b2118fe39c1a%40sessionmgr111&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=1837234
http://www.nytimes.com/2009/10/09/us/politics/09hate.html
http://www.nytimes.com/2009/10/23/us/politics/23hate.html
http://www.cbsnews.com/blogs/2009/10/13/politics/politicalhotsheet/entry5381671.shtml
Saturday, October 31, 2009
Monday, October 26, 2009
Hate Crimes on College Campuses
Almost everyday, in some form or another,someone is affected by the hate of others. College campuses seem to be the perfect place for such actions to take place because of the amount of diversity that exists in such places. Hate Crimes, whether targeting people of different race, religion, gender, sexual orientation (most recently changed to also include the transgender community) or even those who exhibit a disability, are notably motivated by hate. These crimes can take place anywhere, any place and at any time and can range from name calling and vandalizing, to murder. Its is the responsibility of our government to change that. Many feel that enforcement of hate crime legislation means policing of our thoughts and that those who commit the crimes are not people who would allow the government to change their minds but their actions can mostr definetley be deffered if they witness the consequences of such actions, and if policing thoughts means saving even one life, it's most definetley worth it.
Saturday, October 24, 2009
Clive Thompson on the New Literature
Unsurprisingly, this article is speaking of the different opinions regarding the affect of “New Technology” on our reading and writing abilities. Professor Lunsford, as stated in the article, conducted an experiment which demonstrated that “technology isn’t killing our ability to write [rather] it’s reviving it”. Lunsford statement is one of the seemingly few that disagree with people like Sutherland who claims “technology is to blame. Facebook encourages narcissistic blabbering, video and PowerPoint have replaced carefully crafted essays, and texting has dehydrated language into bleak, bald, sad shorthand.” This new technology does have us writing more than the people before this time were. With constantly changing statuses, texting and iming, we constantly need to write as if we are talking to a certain audience (in a way) forcing us to observe our ways of writing and even improving it. Obviously, however, the writing we do is not always academic writing, so there is a difference, but only because of the formatting. When we’re writing, with this new technology, we’re not being forced to write in a certain way or think in a certain way, we can express ourselves in a way that we want, making us want to write more. Besides, we do always hear that practice makes perfect, so why not take advantage of our different options?
Discussion Questions
1. How much practice in writing is New Media really giving us?
2. Is it wrong to think that we are really getting practice, or is it leading us towards bad writing habits?
3. Does Clive Thompson bring something different than what other writers have said about the topic?
Discussion Questions
1. How much practice in writing is New Media really giving us?
2. Is it wrong to think that we are really getting practice, or is it leading us towards bad writing habits?
3. Does Clive Thompson bring something different than what other writers have said about the topic?
Saturday, October 17, 2009
"R u really reading" response notes
Ariella Aghalarian
• Disabled students find it more comfortable to read and write online
• Some experts say that using web is still engaging students in the use of text and reading
• Some say that learning online reading skills will even help the children to learn to get jobs in the new digital age- making students read big books now is unrealistic- so they can get their reading from online
• Some even want TO TEST STUDENTS ON COMPUTER LITERACY
• Others argue that children don’t do much reading because they are spending most of their time doing things that involve minimal reading
• On the Internet, readers skate through cyberspace at will and, in effect, compose their own beginnings, middles and ends.
• Benefits of electronic media do not override the benefits of frequent reading (chairman of N.E.A)
• Children are clearly spending more time on the Internet. In a study of 2,032 representative 8- to 18-year-olds, the Kaiser Family Foundation found that nearly half used the Internet on a typical day in 2004, up from just under a quarter in 1999. The average time these children spent online on a typical day rose to one hour and 41 minutes in 2004, from 46 minutes in 1999.
• “Learning is not to be found on a printout,” David McCullough, the Pulitzer Prize-winning biographer, said in a commencement address at Boston College in May. “It’s not on call at the touch of the finger. Learning is acquired mainly from books, and most readily from great books.”
• Nadia’s mother says that even when they introduced their daughter to the site fanfiction.com and their daughter was reading, the reading had a lot of spelling and grammatical mistakes which could affect Nadia’s future spelling and correct grammar abilities
• “No ones ever said you should read more books to get into college”- Nadia
•
• Nicholas Carr sounded a similar note in “Is Google Making Us Stupid?” in the current issue of the Atlantic magazine. Warning that the Web was changing the way he and others think, he suggested that the effects of Internet reading extended beyond the falling test scores of adolescence. “What the Net seems to be doing is chipping away my capacity for concentration and contemplation,” he wrote, confessing that he now found it difficult to read long books.
• One early study showed that giving home Internet access to low-income students appeared to improve standardized reading test scores and school grades. “These were kids who would typically not be reading in their free time,” said Linda A. Jackson, a psychology professor at Michigan State who led the research. “Once they’re on the Internet, they’re reading.”
• Student Zachary believes book are only one way→ agree
• The kinds of skills Zachary has developed — locating information quickly and accurately, corroborating findings on multiple sites — may seem obvious to heavy Web users. But the skills can be cognitively demanding.
• Interpreting videos or pictures can be just as important as analyzing a book or a poem
• “The internet gives you what you need. Nothing more and nothing less”
• Reading online meets the needs of someone who might not meet the need of a fluent reader
• Nadia made it through one chapter of a book she was not so into before she went back into online reading- because she felt more comfortable there.
• As teenagers’ scores on standardized reading tests have declined or stagnated, some argue that the hours spent prowling the Internet are the enemy of reading — diminishing literacy, wrecking attention spans and destroying a precious common culture that exists only through the reading of books.
• Disabled students find it more comfortable to read and write online
• Some experts say that using web is still engaging students in the use of text and reading
• Some say that learning online reading skills will even help the children to learn to get jobs in the new digital age- making students read big books now is unrealistic- so they can get their reading from online
• Some even want TO TEST STUDENTS ON COMPUTER LITERACY
• Others argue that children don’t do much reading because they are spending most of their time doing things that involve minimal reading
• On the Internet, readers skate through cyberspace at will and, in effect, compose their own beginnings, middles and ends.
• Benefits of electronic media do not override the benefits of frequent reading (chairman of N.E.A)
• Children are clearly spending more time on the Internet. In a study of 2,032 representative 8- to 18-year-olds, the Kaiser Family Foundation found that nearly half used the Internet on a typical day in 2004, up from just under a quarter in 1999. The average time these children spent online on a typical day rose to one hour and 41 minutes in 2004, from 46 minutes in 1999.
• “Learning is not to be found on a printout,” David McCullough, the Pulitzer Prize-winning biographer, said in a commencement address at Boston College in May. “It’s not on call at the touch of the finger. Learning is acquired mainly from books, and most readily from great books.”
• Nadia’s mother says that even when they introduced their daughter to the site fanfiction.com and their daughter was reading, the reading had a lot of spelling and grammatical mistakes which could affect Nadia’s future spelling and correct grammar abilities
• “No ones ever said you should read more books to get into college”- Nadia
•
• Nicholas Carr sounded a similar note in “Is Google Making Us Stupid?” in the current issue of the Atlantic magazine. Warning that the Web was changing the way he and others think, he suggested that the effects of Internet reading extended beyond the falling test scores of adolescence. “What the Net seems to be doing is chipping away my capacity for concentration and contemplation,” he wrote, confessing that he now found it difficult to read long books.
• One early study showed that giving home Internet access to low-income students appeared to improve standardized reading test scores and school grades. “These were kids who would typically not be reading in their free time,” said Linda A. Jackson, a psychology professor at Michigan State who led the research. “Once they’re on the Internet, they’re reading.”
• Student Zachary believes book are only one way→ agree
• The kinds of skills Zachary has developed — locating information quickly and accurately, corroborating findings on multiple sites — may seem obvious to heavy Web users. But the skills can be cognitively demanding.
• Interpreting videos or pictures can be just as important as analyzing a book or a poem
• “The internet gives you what you need. Nothing more and nothing less”
• Reading online meets the needs of someone who might not meet the need of a fluent reader
• Nadia made it through one chapter of a book she was not so into before she went back into online reading- because she felt more comfortable there.
• As teenagers’ scores on standardized reading tests have declined or stagnated, some argue that the hours spent prowling the Internet are the enemy of reading — diminishing literacy, wrecking attention spans and destroying a precious common culture that exists only through the reading of books.
"R u really reading" response
Ariella Aghalarian
In today’s day and age technology plays a major role in our lives. Whether it is using the phone, listening to your ipod, or surfing the web, we now can’t even imagine our lives without these opportunities. Similar to the readings we have recently done, the article “Literacy Debate: Online, R U Really Reading?” by the New York Times, also speaks of the debate between Internet vs. print reading.
The article starts by speaking about a girl, Nadia’s, mother admitting that she’s even happy that her daughter is reading anything at all, even though it’s on the Internet because her daughter does not even open books. Many parents feel like Nadia’s mother since the popularization of the web. Those who support reading from the web, like Mr. Gioia of the N.E.A. claims that “What we are losing in this country and presumably around the world is the sustained, focused, linear attention developed by reading,” and he believes that is the cause of low scores on reading comprehension tests. Others say that the Internet inspires people to read and write. It engages students in reading and text and even makes students with disabilities comfortable with reading. Students are able to engage in cognitively demanding tasks such as locating information quickly and accurately, corroborating findings on multiple sites, which may seem like nothing to those of us who are familiar with the web but either way, it is a learning process. As the article says, analyzing pictures and videos are just the same as analyzing a book or a poem, I agree. Both tasks involve cognitive work and both abilities are essential nowadays especially when everything now is mostly dependant the web and current technology. Experts even said that they should start testing kids on computer reading as well because being familiar with such things are what will help children get jobs in the future.
Even though the debate seems to just be saying that either the internet doesn’t allow us to acquire the same knowledge as reading a book would or that the internet allows us to basically have a new way of learning, I agree with the chairman of the N.E.A who says that “benefits of electronic media do not override the benefits of frequent reading” however, I do believe that the benefits can be almost equal. I mean sure, it’s unsettling that Nadia can not get through the second book that her mother brought, but she did get through the first, because she liked it. I for sure know from experience that I will really only read a book in its entirety either if I have to or if I truly enjoy it. Who would read a book they didn’t like? Even when we are online, no matter what we are doing is learning. Reading facebook statuses we are able to subconsciously compaer grammar and see if what we are reading makes sense to then improve our own “writing”. Watching different movies others make on youtube we’re able to learn new ways of creativity aside from, for example, creative writing. For some, this type of learning is something they can do easily and enjoy. I do still love to just take that really well written romance novel and read it without interruption, but is refreshing to know that, for example, the web can make doing a research paper much easier and faster because “The internet gives you what you need, nothing more and nothing less.” If it can help students who are not fluent readers learn and if it could improve the lives of the less fortunate children, I don’t see why people have to make such a big fuss over it. We can’t blame only the Internet for declining test scores and we can’t expect our generation to not be addicted to the web or texting or cell phones because they are what we grew up knowing. So, it’s making us stupider, as Carr implies, it actually may even be making us smarter, just in different ways than is expected. With everything “new” there are always negatives and positives- we just have learn to worth with both.
In today’s day and age technology plays a major role in our lives. Whether it is using the phone, listening to your ipod, or surfing the web, we now can’t even imagine our lives without these opportunities. Similar to the readings we have recently done, the article “Literacy Debate: Online, R U Really Reading?” by the New York Times, also speaks of the debate between Internet vs. print reading.
The article starts by speaking about a girl, Nadia’s, mother admitting that she’s even happy that her daughter is reading anything at all, even though it’s on the Internet because her daughter does not even open books. Many parents feel like Nadia’s mother since the popularization of the web. Those who support reading from the web, like Mr. Gioia of the N.E.A. claims that “What we are losing in this country and presumably around the world is the sustained, focused, linear attention developed by reading,” and he believes that is the cause of low scores on reading comprehension tests. Others say that the Internet inspires people to read and write. It engages students in reading and text and even makes students with disabilities comfortable with reading. Students are able to engage in cognitively demanding tasks such as locating information quickly and accurately, corroborating findings on multiple sites, which may seem like nothing to those of us who are familiar with the web but either way, it is a learning process. As the article says, analyzing pictures and videos are just the same as analyzing a book or a poem, I agree. Both tasks involve cognitive work and both abilities are essential nowadays especially when everything now is mostly dependant the web and current technology. Experts even said that they should start testing kids on computer reading as well because being familiar with such things are what will help children get jobs in the future.
Even though the debate seems to just be saying that either the internet doesn’t allow us to acquire the same knowledge as reading a book would or that the internet allows us to basically have a new way of learning, I agree with the chairman of the N.E.A who says that “benefits of electronic media do not override the benefits of frequent reading” however, I do believe that the benefits can be almost equal. I mean sure, it’s unsettling that Nadia can not get through the second book that her mother brought, but she did get through the first, because she liked it. I for sure know from experience that I will really only read a book in its entirety either if I have to or if I truly enjoy it. Who would read a book they didn’t like? Even when we are online, no matter what we are doing is learning. Reading facebook statuses we are able to subconsciously compaer grammar and see if what we are reading makes sense to then improve our own “writing”. Watching different movies others make on youtube we’re able to learn new ways of creativity aside from, for example, creative writing. For some, this type of learning is something they can do easily and enjoy. I do still love to just take that really well written romance novel and read it without interruption, but is refreshing to know that, for example, the web can make doing a research paper much easier and faster because “The internet gives you what you need, nothing more and nothing less.” If it can help students who are not fluent readers learn and if it could improve the lives of the less fortunate children, I don’t see why people have to make such a big fuss over it. We can’t blame only the Internet for declining test scores and we can’t expect our generation to not be addicted to the web or texting or cell phones because they are what we grew up knowing. So, it’s making us stupider, as Carr implies, it actually may even be making us smarter, just in different ways than is expected. With everything “new” there are always negatives and positives- we just have learn to worth with both.
Monday, October 12, 2009
"New Media and the Slow Death of the Written Word" essay
Technology in the 21st century has greatly influenced the ways in which we work and communicate in our everyday lives. Whether it is seen by the increase in use of computers or the decline of the interestingness of the newspaper, we have now entered an era where the “New Media” has prevailed and for those who need to adapt to this change, there are rules that can be adhered to for a better transition into this computer-ruled time period. In “New Media and the Slow Death of the Written Word”, we see that the author advocates old text and even admits to wanting to advocate “print on paper rather than computers” at first but then eventually realized that these old texts had some issues that needed to be resolved. So, even though he still loves the old text, he realized that the New Media had a new way of communicating with his audience, as Birkert and Postman, opponents who believed that New Media would be taking away appreciation of old text, had to realize. The New Media has made it possible to not only enhance but also appreciate old texts. To allow this connection to even happen, Mark Zeltner developed ten basic rules, using what he learned through experience, to serve as a guide for students learning to write for the new-media.
The first rule is to “keep it tight, short paragraphs, simple active sentences, treat every word as a rare and valuable jewel.” Basically, when writing on, for example a website, one needs to stay short and to the point as to not lose the attention span of the readers. The second rule is to “break your text into appropriate "chunks" for reading, [and] be aware of content when deciding between click or scroll” make it so that it’s easy for your reader to keep up with what your trying to say so that they don’t lose interest (because of our low attention span) when they constantly have to click to get somewhere. This rule seems to go hand in hand with the first one. If we stay short and to the point, there would be no need to watch how much the person has to click or scroll because everything should be right there in front of them. Therefore, I think this rule can just be combined with the first one and not have to be its own rule. The third rule is to “think in modules, preplan possible paths for your reader, and insure that important information is difficult or impossible to miss”. This is a very important rule because, again going with the short attention span idea, many readers just want to know what they need to know and that’s it. So, for example, important information that an author wants known should be placed at the top of the piece of writing so when readers are just skimming the articles, as many may do, the information that is important should not be missed because it’s the first thing read. The fourth rule is to use images mostly to convey messages that you cannot convey with words and use thumbnails to link to higher resolution images. There are definitely times when “pictures speak louder than words”, for example, one could never fully understanding the intensity of that picture from the holocaust with the skinny people in striped uniforms laying on top each other (see what I mean?) without seeing the picture.
The fifth rule is to use audio clips to add to the reader’s and experience, not to distract them. We all know that if we hear our favorite song, or if we hear a voice coming from the page we just clicked on, w will stay on the page long enough to see what it’s about, so why not use it to get your work noticed, or even just to add to your work (like adding Martin Luther King Jr.’s speech to the paper your writing about the civil rights movement). The sixth rule, which can very well be combined with the fifth, states that digital files should be kept short. I both agree and disagree in the sense that they should be short as to not lose the attention of the audience, but it should also be long enough to include all that it should to be considered as enough supporting evidence. The seventh rule states “All footnotes should be linked back to a bibliography page and preferably anchored to the specific text you are referencing. Don't entice your reader to abandon you for greener pastures (see the problems with hyperlinks but please come back). Inform them and then entice them back on the main road.” As part of the “audience” I know that I am often a wanderer. If there is something interesting that comes up as I am navigating away from the page, it is likely that I will not return to the page again (unless I’m forced to because it is school related). For example, If I am reading an excerpt about different techniques used in the news, and then I see a link to an interesting article about my favorite TV show, I am more likely to go read more articles like that rather than keep reading some boring article. The eighth rule is saying the same thing as the seventh rule, using the word hyperlinks instead of footnotes, so the repetition is unnecessary. Speaking of hyper linking, rule number nine says that if we must use them, they should be used to hyperlink to sidebars or “supporting information of your own creation to supplement your document.” For example “let's say you are writing about the architecture of New State University. You might create a sidebar about historic campus buildings that no longer exist. What happened to them? Why were they torn down or how where they destroyed. What building or recognizable campus landmark took their place? You might also include a short sidebar on each man or woman that had a building named after them. Why was the building named after this individual? What was their connection to the campus?” just adding to what’s there. The writer should also have many different ways to get back to the main article so that the reader is less likely to go off track (as was demonstrated in the news example). Finally, rule number ten is to add mood or meaning to you piece of work. The audience will more likely be enthused by a piece of work that they can relate to or stands out. For example, when we first made our blogs, I was more interested in seeing what was done to those with more on their page than those who just put their name and birthday on the blog. This rule seems to bring it all together because, after all, isn’t a large audience what the “New Media” is after?
Zeltner’s rules prove Postman and Birkert wrong by showing that not only is the written word still a vital part of our lives but that the New Media is helping it be that way. In the 21st century, we can no longer depend on words alone to get messages across, so the combination of the New Media and the written word is the way to go. Many of these rules may seem obvious when read here, but when put into action; they are rules that are much forgotten. Sticking to these guidelines and eventually branching off of them (because none of these rules are set in stone) can eventually advance the use of the written word even more. The New Media is nothing to be threatened by; rather it is something to be grateful for, as Zeltner is trying to get across.
The first rule is to “keep it tight, short paragraphs, simple active sentences, treat every word as a rare and valuable jewel.” Basically, when writing on, for example a website, one needs to stay short and to the point as to not lose the attention span of the readers. The second rule is to “break your text into appropriate "chunks" for reading, [and] be aware of content when deciding between click or scroll” make it so that it’s easy for your reader to keep up with what your trying to say so that they don’t lose interest (because of our low attention span) when they constantly have to click to get somewhere. This rule seems to go hand in hand with the first one. If we stay short and to the point, there would be no need to watch how much the person has to click or scroll because everything should be right there in front of them. Therefore, I think this rule can just be combined with the first one and not have to be its own rule. The third rule is to “think in modules, preplan possible paths for your reader, and insure that important information is difficult or impossible to miss”. This is a very important rule because, again going with the short attention span idea, many readers just want to know what they need to know and that’s it. So, for example, important information that an author wants known should be placed at the top of the piece of writing so when readers are just skimming the articles, as many may do, the information that is important should not be missed because it’s the first thing read. The fourth rule is to use images mostly to convey messages that you cannot convey with words and use thumbnails to link to higher resolution images. There are definitely times when “pictures speak louder than words”, for example, one could never fully understanding the intensity of that picture from the holocaust with the skinny people in striped uniforms laying on top each other (see what I mean?) without seeing the picture.
The fifth rule is to use audio clips to add to the reader’s and experience, not to distract them. We all know that if we hear our favorite song, or if we hear a voice coming from the page we just clicked on, w will stay on the page long enough to see what it’s about, so why not use it to get your work noticed, or even just to add to your work (like adding Martin Luther King Jr.’s speech to the paper your writing about the civil rights movement). The sixth rule, which can very well be combined with the fifth, states that digital files should be kept short. I both agree and disagree in the sense that they should be short as to not lose the attention of the audience, but it should also be long enough to include all that it should to be considered as enough supporting evidence. The seventh rule states “All footnotes should be linked back to a bibliography page and preferably anchored to the specific text you are referencing. Don't entice your reader to abandon you for greener pastures (see the problems with hyperlinks but please come back). Inform them and then entice them back on the main road.” As part of the “audience” I know that I am often a wanderer. If there is something interesting that comes up as I am navigating away from the page, it is likely that I will not return to the page again (unless I’m forced to because it is school related). For example, If I am reading an excerpt about different techniques used in the news, and then I see a link to an interesting article about my favorite TV show, I am more likely to go read more articles like that rather than keep reading some boring article. The eighth rule is saying the same thing as the seventh rule, using the word hyperlinks instead of footnotes, so the repetition is unnecessary. Speaking of hyper linking, rule number nine says that if we must use them, they should be used to hyperlink to sidebars or “supporting information of your own creation to supplement your document.” For example “let's say you are writing about the architecture of New State University. You might create a sidebar about historic campus buildings that no longer exist. What happened to them? Why were they torn down or how where they destroyed. What building or recognizable campus landmark took their place? You might also include a short sidebar on each man or woman that had a building named after them. Why was the building named after this individual? What was their connection to the campus?” just adding to what’s there. The writer should also have many different ways to get back to the main article so that the reader is less likely to go off track (as was demonstrated in the news example). Finally, rule number ten is to add mood or meaning to you piece of work. The audience will more likely be enthused by a piece of work that they can relate to or stands out. For example, when we first made our blogs, I was more interested in seeing what was done to those with more on their page than those who just put their name and birthday on the blog. This rule seems to bring it all together because, after all, isn’t a large audience what the “New Media” is after?
Zeltner’s rules prove Postman and Birkert wrong by showing that not only is the written word still a vital part of our lives but that the New Media is helping it be that way. In the 21st century, we can no longer depend on words alone to get messages across, so the combination of the New Media and the written word is the way to go. Many of these rules may seem obvious when read here, but when put into action; they are rules that are much forgotten. Sticking to these guidelines and eventually branching off of them (because none of these rules are set in stone) can eventually advance the use of the written word even more. The New Media is nothing to be threatened by; rather it is something to be grateful for, as Zeltner is trying to get across.
Tuesday, October 6, 2009
Hate Crimes on College Campuses
Throughout American History there have been numerous groups of people affected by hate. As an expression of this hate, Hate Crimes are committed. Hate Crimes, whether targeting people of different race, religion, gender, sexual orientation or even those who exhibit a disability, are notably motivated by hate. These crimes can take place anywhere, any place and at any time and can range from name calling and vandalizing, to murder. Although there are laws such as the Campus Hate Crimes Right to Know Act of 1997 and The Hate Crimes Statistic Act of 1990 restricting these hate crimes, our laws need to become stricter and penalties more severe in order to ensure a safer and more comfortable lifestyle for all people, especially those on college campuses.
http://en.wikipedia.org/wiki/Hate_crime_laws_in_the_United_States
http://www.religioustolerance.org/hom_hat3.htm
http://findarticles.com/p/search/?qt=%22Hate+Crime+Solutions%22
http://en.wikipedia.org/wiki/Hate_crime_laws_in_the_United_States
http://www.religioustolerance.org/hom_hat3.htm
http://findarticles.com/p/search/?qt=%22Hate+Crime+Solutions%22
Friday, October 2, 2009
Research paper ideas
All around the world and throughout American History there have been all different types of people including: people of different race, religion, gender, sexual orientation and much more. However, even though we have been living in a country that allows freedoms such as freedom of speech and religion, these “different” people are still severely discriminated against by those who do not agree with their lifestyle choices. Hate Crimes are committed by their adversary who will commit crimes ranging from simple name calling and vandalizing to murder. Although there are laws restricting these hate crimes, our laws need to become stricter in order to ensure a safer and more comfortable lifestyle for all people, especially those on college campuses.
Homelessness seems to have become a growing issue around America. Homelessness can be thought of as without a “permanent, safe, decent, affordable place to live” and is brought on by economic depression, rise of house prices and lowered wages at jobs. Although it may be deemed as difficult, there are changes that can be made, such as creating new housing resources and better paying jobs to end homelessness in America.
Domestic abuse, which consists of one person in a relationship exhibiting certain behaviors to get and maintain control over the other, is an issue that is often overlooked. Everyone can be a victim of domestic abuse. Whether the victim is a teen, elderly, disabled, a woman or even a man, every type of person can experience it. Abuse is something no one should or could endure and to stop it more people have to be aware of this issue and the laws about it have to be more strictly enforced, or this issue will never fully be resolved.
Homelessness seems to have become a growing issue around America. Homelessness can be thought of as without a “permanent, safe, decent, affordable place to live” and is brought on by economic depression, rise of house prices and lowered wages at jobs. Although it may be deemed as difficult, there are changes that can be made, such as creating new housing resources and better paying jobs to end homelessness in America.
Domestic abuse, which consists of one person in a relationship exhibiting certain behaviors to get and maintain control over the other, is an issue that is often overlooked. Everyone can be a victim of domestic abuse. Whether the victim is a teen, elderly, disabled, a woman or even a man, every type of person can experience it. Abuse is something no one should or could endure and to stop it more people have to be aware of this issue and the laws about it have to be more strictly enforced, or this issue will never fully be resolved.
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