hey everyone!
so i just wanted to post and say that the wedding plans ball is rolling i hope that sister-in-laws are working on getting outfits for themselves. please dont worry about your daughters becuase Nani has them covered (woo hoo go Nani). also brothers and brother-in-law please undersatnd that for the sake of the groom we are not allowing beige cargo pants (or any other color for that matter) please be respectful to the wishes of the bride and everyone wear a suit. thanks. also if you have a tux that doubley acceptable because tuxs are penguin clothes and we all know how happy that makes me :-)!
thanks for listening.
also if anyone has any good ideas from wedding bands (as in music not rings) and any other details or suggestions that i have obviously missed would be very welcome, thanks!
-Rachi and Daniel
Sunday, March 1, 2009
Monday, November 26, 2007
11/26
Catastrophe and the Media: A Case Study
Today we will familiarize ourselves with the story as it has been told in the newspapers you’ve researched. First, exchange your set of articles with another group member, then read them in their entirety.
When you have done that, write a synopsis of the event in a few paragraphs (more than half a page, less than an entire page), based only on what you can glean from that particular set of newspaper articles.
1) Who does the audience seem to be? Give one quotation which you think indicates that audience and why it does? (Things that indicate an audience: references understood only by that group, word choice, etc).
2) Who are the ‘villains’ in the story? Do villains appear even when the event is natural (in the case of Katrina, for example, the head of FEMA became something of a villain as the story went on).
3) Who are the heroes? What sort of people are they?
4) What are the main differences between this newspaper’s telling of the story and the other newspapers? (Spend some time with this one, it is critical to our work over these last few weeks). What moments are described differently? More generally, are causes and effects described differently in one newspaper rather than another?
You’ll need to do this for each set of articles. After you’re done, type up these answers, bring them to class and add them to your binder (more on this in a moment).
For Wednesday, find one more ‘in-depth’ article about the event. This would preferably be a scholarly article, but it could also be a magazine feature of some length found in a magazine you might think of as more ‘intellectual’ than a newspaper. Some examples: Harpers, The New Yorker, The Economist… Bring that article to class.
Tuesday, November 20, 2007
11/20
Final Project: Part 1
During the last weeks of the term you will work with a small group on a research project which will trace a particular catastrophe as it unfolded in the media. The hope is that as a critical viewer you will be able to see not just facts but the presumptions behind the coverage. Your group will first research the story as it unfolded, then analyze the ways the story was told. Our last weeks together will involve several small projects culminating in a ‘report’ on the media coverage of your catastrophe, particularly the differences in the ways it was covered in different newspapers (in this case the NY Times, The New York Post, and one international newspaper, The Guardian).
Your next project is to assign each group member one of the three newspapers (again, the NY Times, The New York Post, and The Guardian). Then, for Monday December 3, each group member must collect and print out every article on the event in their newspaper for the two weeks following the catastrophe. This includes news reports, but also editorials, etc. Print everything out and bring it to class on Monday.
While I don’t expect you to have memorized the articles, I do expect you to have familiarized yourself with the coverage, and to be able to report intelligently on what the newspaper reported at the beginning of the cycle and then the end of the cycle, when they presumably had the full story.
Thursday, November 15, 2007
11/14
Just to clear things up for those who need it, regarding the executive summary: you do not necessarily have to work each article into the summary--all we care about are the indicated things (on the handout), and the emphasis on need. The means by which you achieve this is up to you: whatever is the most effective. The five to seven sources are just for the works cited page. Though of course you'll want as much research as makes your summary effective, we'll also imagine that in the unwritten essay you would have referenced every article mentioned in the works cited page.
Remember, all three parts are due as one document in class on Monday. Also, we will be creating groups for our next (and final!) project on Monday, so be sure to be there, and be there on time.
Remember, all three parts are due as one document in class on Monday. Also, we will be creating groups for our next (and final!) project on Monday, so be sure to be there, and be there on time.
Wednesday, November 14, 2007
outline
1)Introduction;
a) Topic: Colleges should not allow race or ethnicity to affect the admissions decisions in either a positive or negative way. Students should not be kept out by the color of their skin but they shouldn’t be able to have an immediate acceptance just because schools want to have more diversity in their student body. Students should be accepted based on educational merit, and neither race nor ethnicity should limit or enhance their chances of acceptance in to a college. b) affirmative action should not be an excuse for minorities to get in to schools rather than having a equality for all students. c) this paper will try to show how ethnicity and race should neither limit nor enhance the chances for students of ethic minorities to getting in to college.
2) body:
a) paragraph1: how the article “race sensitive admissions struck down at the university of Georgia”, written in the Journal Blacks of in Higher Education, reflects on the topic of racism being seen as a limitation for students from minor ethnic groups from getting in to colleges. This article gives statistic for other reasons of rejection from colleges, such as statistics of SAT grades of black high school seniors in Georgia.
i) the facts given to prove this casts a doubt in to the minds of those who could be otherwise viewing this as racism. The school claims that there are other places that these students could go. And that they have numerous factors that go into their decisions of acceptance of students.
b) paragraph 2: how the article “Higher Education for Negroes: Challenges and Prospects”, by Kenneth B. Clark, shows how there are numerous colleges made for blacks, which are referred to in this article as negro colleges, in which more that 80% of black went to. These colleges were originally made to teach newly freed black slaves. The fact that there are colleges made for blacks makes everything segregated enough.
i) proof or this: students who start out at the same place as everyone else should have equal standards for the judgment of their acceptance to colleges. So there wouldn’t be need to segregated colleges if there was equal judgment.
c) Paragraph 3: how the article “The Language of White Racism”, by Haig A. Bosmajian, shows how racism starts with the whites in the classroom as children and how this is how they are raised. But it goes on to say how they have to over come this and how they don’t exactly know what they are doing because they are rarely tied to the racism. How the article “What's the Big Deal about Racial Preferences.”, by Terence J. Pell, shows that colleges might not keep to certain rules in order to get what they want for their student body.
i) example for proof: the college of Michigan had a point system in which many things were taken in to account but the there were also 20 points that were given at the decision of the person reading the application.
d) paragraph 4: how the article “Sexism and Racism: Some Conceptual Differences”, by Laurence Thomas, defines the differences between sexism and racism and how they are both seen as serious limitations to their prospective victims.
i) proof: men who realize that are being sexist and want to change have to go back to the beginning and change everything they learned. In stead of that whites who are racism just refuse to accept that it has anything to do with them. Women and blacks have been seen as the same thi9ng in such aspects as intelligence and emotion.
e) paragraph 5: how the articles tie together to show that affirmative action is not necessarily the best choice if we want equality. Because we see from “Assessing Affirmative Action” by Harry Holzer and David Nuemark that affirmative action is really just giving separate treatment because of race, sex, and ethnicity. Whether it is a limitation or an enhancement it is still a biased and if we are striving for equality we should not accept this.
a) Topic: Colleges should not allow race or ethnicity to affect the admissions decisions in either a positive or negative way. Students should not be kept out by the color of their skin but they shouldn’t be able to have an immediate acceptance just because schools want to have more diversity in their student body. Students should be accepted based on educational merit, and neither race nor ethnicity should limit or enhance their chances of acceptance in to a college. b) affirmative action should not be an excuse for minorities to get in to schools rather than having a equality for all students. c) this paper will try to show how ethnicity and race should neither limit nor enhance the chances for students of ethic minorities to getting in to college.
2) body:
a) paragraph1: how the article “race sensitive admissions struck down at the university of Georgia”, written in the Journal Blacks of in Higher Education, reflects on the topic of racism being seen as a limitation for students from minor ethnic groups from getting in to colleges. This article gives statistic for other reasons of rejection from colleges, such as statistics of SAT grades of black high school seniors in Georgia.
i) the facts given to prove this casts a doubt in to the minds of those who could be otherwise viewing this as racism. The school claims that there are other places that these students could go. And that they have numerous factors that go into their decisions of acceptance of students.
b) paragraph 2: how the article “Higher Education for Negroes: Challenges and Prospects”, by Kenneth B. Clark, shows how there are numerous colleges made for blacks, which are referred to in this article as negro colleges, in which more that 80% of black went to. These colleges were originally made to teach newly freed black slaves. The fact that there are colleges made for blacks makes everything segregated enough.
i) proof or this: students who start out at the same place as everyone else should have equal standards for the judgment of their acceptance to colleges. So there wouldn’t be need to segregated colleges if there was equal judgment.
c) Paragraph 3: how the article “The Language of White Racism”, by Haig A. Bosmajian, shows how racism starts with the whites in the classroom as children and how this is how they are raised. But it goes on to say how they have to over come this and how they don’t exactly know what they are doing because they are rarely tied to the racism. How the article “What's the Big Deal about Racial Preferences.”, by Terence J. Pell, shows that colleges might not keep to certain rules in order to get what they want for their student body.
i) example for proof: the college of Michigan had a point system in which many things were taken in to account but the there were also 20 points that were given at the decision of the person reading the application.
d) paragraph 4: how the article “Sexism and Racism: Some Conceptual Differences”, by Laurence Thomas, defines the differences between sexism and racism and how they are both seen as serious limitations to their prospective victims.
i) proof: men who realize that are being sexist and want to change have to go back to the beginning and change everything they learned. In stead of that whites who are racism just refuse to accept that it has anything to do with them. Women and blacks have been seen as the same thi9ng in such aspects as intelligence and emotion.
e) paragraph 5: how the articles tie together to show that affirmative action is not necessarily the best choice if we want equality. Because we see from “Assessing Affirmative Action” by Harry Holzer and David Nuemark that affirmative action is really just giving separate treatment because of race, sex, and ethnicity. Whether it is a limitation or an enhancement it is still a biased and if we are striving for equality we should not accept this.
Outline
I. Introduction
a. subject of essay: Social stratification divides and structures different people according to certain qualities they are affiliated with, therefore class systems should be formed into one solid level in society.
b. argument: Social stratification, influences people to become responsible for whatever branch of work they are assumed to fulfill and maintain a well organized and safe environment for themselves and future generations. The class of people defines their position in society whether it is looked upon as negative or positive. Therefore those of lower class should strive for more.
c. method: By using scholarly articles that provide information about class systems, i can prove the point of the necessity of upgrade in a class system.
II. Body
a. para1: Social class is necessary to define the obligations associated with each member of society.
i. Every culture defines it's social stratification based on what is most demanded by whom according to Hsien-Jen Chu and J. Selwyn Hollingsworth who studied the relationship between family-types and social stratification.
ii. Also they mention that urban and rural establishment changes ones responsibilities considering their being is either in a family or taking on the society solo. Therefore class is based on how you manage yourself in both or one of such. Extended research provides that larger families, are more likely to obtain a higher class then an independent family.
b. para2: People of different levels of class including upper, middle and lower are easily definable by others assuming intelligence and ability to work are the largest components of a class rank.
i. Earl Edward Muntz conducted a survey asking students to define social class systems according to stereotypes affiliated with knowledge and power. He asked students of different rank to participate and it showed how seemingly middle lass students opposed classification whereas upper middle class students, due to their urge to boost their rank, would react differently to this study and oppose equality.
c. para3. Children are and should be exposed to class very early with the start of school, considering education is a big part of social classes.
i. Celia Burns Stendlar explains how upper class people pertain to school as very important for social behavior and conflict resolution, whereas lower class is less complex and trains the child for adulthood.
ii. lower class children are more susceptible to outside influences and look upon success as a disgrace and work on boosting their own social being rather then their grades and thinking of their future, unlike upper class children who worry about bad grades and concentrate deeper on assignments.
d. para4. Ethnic background and race contribute to class as people of African or Hispanic cultures are stereotyped and affiliated with the lower class.
i. attitudes to ethic races are correlated with lower class according to Paul Haut. Minorities are rarely or never affiliated with upper or even middle class due to their past especially in American culture. The surveys provided show how biased students are and how upper class is significantly favored as a comparison to African Americans, Jews and foreign born peoples, who are even categorized below lower class.
e. para5. Affirmative action is a system that eliminates social class for minorities to simplify their success and help bring them up in the class system.
i. Affirmative action, although rather controversial between many people better. Considering it is affiliated with reverse discrimination, it is difficult to proclaim this as the best idea for minorities, but it is a start and may give out more hope and become simpler.
III. Conclusion
a. The articles i chose show how people of lower class and those associated with minorities are misrepresented through the biased nature of people of higher class as well as their own choices in a social environment. Whether it is families who guide their children in a specific way that defines them or their relative background, they are places into a specific social class according to action.
b.To improve ones stance in society it is necessary to push forward and eliminate stereotypes first, before entering into success.
Part 2: The Outline
a. Subject of Essay: The majority of people believe that depending on your social class, as well as many other factors, there won't ever truly be equal opportunity among social classes. They believe that the person you are, depends on your social class, amount of possessions, or occupation and effects your ability to better yourself.
b. Argument: Although there are different races, ethnicity's and class distinctions, there is one thing that cannot be argued against, the fact we are all human. No matter what class we may be born into, we all have the same ability to better ourselves through hardwork, dedication and determination.
c. Method by which this paper will prove that argument: By using several quotations and examples from appropriate sources, this paper will examine the main argument and support the fact that social class does not determine one's ability to achieve in life.
Body
d. Paragraph 1: Despite the fact that most people believe one's ability to achieve in life is based on their social class, the truth is that through one's determination, dedication, and hard work, they are able to better themselves no matter the situation they may be in.
i. Evidence for that point: Due to the fact that the homeless are in the lowest social class, most people believe they have no skills or ability to better themselves. However, in "Getting It Together: Social and Institutional Obstacles to Getting off the Streets" by Dalton Clark Conley, the opposite idea is introduced to the reader, "these individuals are beginning to be recognized as adaptive and resourceful. Recent literature on homeless people had depicted this population as an entrepreneurial group who engages in an every shifting combination of tacticts in order to make it from one day to the next, seeing their survival as a story of determination and resiliance." Although people may see the homeless as worthless and helpless, clearly they have enough ability and skill to survive day to day. The significance of determination is shown in this quote because it tells us that, with the help of determination, one has the ability to survive almost any condition.
e. Paragraph 2: Even though race, ethnicity, and class distinction all have an impact on the differences between people, the one similarity between every person, is the fact we are all human.
i. Evidence for that point: Donnell Alexander, author of "Cool Like Me", emphasizes this idea by addressing to the reader that we are all participants in a game of golf. He goes on to say "we're all handed the same basic tools as birth; it's up to us as individuals to work on our game. Some of us have sweet strokes, and some of us press too hard, but everybody who drops outta their mama has the same capacity to take a shot" (443). No matter how many things you may own, how high your salary may be at your job, or what social class you may be a part of, you are human and that is something that makes us all equal, despite what many people believe.
f. Paragraph 3: People may argue that equal opportunity is hard to come by, but at times you must create your own opportunities and with determination, as well as responsibility, it is possible that you can achieve this in spite of your social position.
i. Evidence for that point: Bruce N. Waller, author of "Responsibility and the Self-Made Self", explains to us "responsibility for self falls into the same category as most of the workaday responsibilities that we (as responsible individuals) exercise" (46). Any person is capable of succeeding in life as long as they are responsible of themselves and they understand that their future has the potential to be whatever they want it to be as long as they're determined, dedicated, and responsible.
a. Subject of Essay: The majority of people believe that depending on your social class, as well as many other factors, there won't ever truly be equal opportunity among social classes. They believe that the person you are, depends on your social class, amount of possessions, or occupation and effects your ability to better yourself.
b. Argument: Although there are different races, ethnicity's and class distinctions, there is one thing that cannot be argued against, the fact we are all human. No matter what class we may be born into, we all have the same ability to better ourselves through hardwork, dedication and determination.
c. Method by which this paper will prove that argument: By using several quotations and examples from appropriate sources, this paper will examine the main argument and support the fact that social class does not determine one's ability to achieve in life.
Body
d. Paragraph 1: Despite the fact that most people believe one's ability to achieve in life is based on their social class, the truth is that through one's determination, dedication, and hard work, they are able to better themselves no matter the situation they may be in.
i. Evidence for that point: Due to the fact that the homeless are in the lowest social class, most people believe they have no skills or ability to better themselves. However, in "Getting It Together: Social and Institutional Obstacles to Getting off the Streets" by Dalton Clark Conley, the opposite idea is introduced to the reader, "these individuals are beginning to be recognized as adaptive and resourceful. Recent literature on homeless people had depicted this population as an entrepreneurial group who engages in an every shifting combination of tacticts in order to make it from one day to the next, seeing their survival as a story of determination and resiliance." Although people may see the homeless as worthless and helpless, clearly they have enough ability and skill to survive day to day. The significance of determination is shown in this quote because it tells us that, with the help of determination, one has the ability to survive almost any condition.
e. Paragraph 2: Even though race, ethnicity, and class distinction all have an impact on the differences between people, the one similarity between every person, is the fact we are all human.
i. Evidence for that point: Donnell Alexander, author of "Cool Like Me", emphasizes this idea by addressing to the reader that we are all participants in a game of golf. He goes on to say "we're all handed the same basic tools as birth; it's up to us as individuals to work on our game. Some of us have sweet strokes, and some of us press too hard, but everybody who drops outta their mama has the same capacity to take a shot" (443). No matter how many things you may own, how high your salary may be at your job, or what social class you may be a part of, you are human and that is something that makes us all equal, despite what many people believe.
f. Paragraph 3: People may argue that equal opportunity is hard to come by, but at times you must create your own opportunities and with determination, as well as responsibility, it is possible that you can achieve this in spite of your social position.
i. Evidence for that point: Bruce N. Waller, author of "Responsibility and the Self-Made Self", explains to us "responsibility for self falls into the same category as most of the workaday responsibilities that we (as responsible individuals) exercise" (46). Any person is capable of succeeding in life as long as they are responsible of themselves and they understand that their future has the potential to be whatever they want it to be as long as they're determined, dedicated, and responsible.
Part 2: Outline
I. Introduction
a. Subject of Essay: Affirmative action is not worth the struggle.
b. Argument: Although the Supreme Court now supports affirmative action in colleges, according to Robert Shireman, the author of "10 Questions College Officials Should Ask About Diversity", there are problems in trying to keep colleges diverse because they fear accusations of reverse racism, therefore affirmative action should be demolished.
c. Method by which this paper will prove that argument: I will first explain what affirmative action is. Then I will show some examples of how hard it is to comply with the policy. After that I will say why it not worth such a struggle, of course while considering all points of view.
II. Body
a. Paragraph 1: Affirmative action is a policy that attempts to give minorities and women a better chance to succeed at things like education, or at their place of work.
i. Evidence for that point: Webster dictionary directly defines affirmative action as "an active effort to improve the employment or educational opportunities of members of minority groups and women; also : a similar effort to promote the rights or progress of other disadvantaged persons"
b. Paragraph 2: One position on affirmative action is that it needs to be used to help create an equal society.
i. Evidence for that point: "The law school's prestige in academic and professional circles grew as it
became more diverse. Affirmative action hardly diminished its stature. Rather, Boalt Hall was a great law school because of affirmative action." (Lawrence, 929)
ii. Many say that diversity and affirmative action can help make a college more prestigious although people against affirmative action say affirmative action makes a college or university less prestigious.
c. Paragraph 3: Another position on affirmative action is unconstitutional
i. "any policy that gives consideration to race is essentially a form of racial preference or quota system and is in violation of the equal protection clause of the Fourteenth Amendment and is therefore unconstitutional." (Rhoads, Saenz, and Carducci, 192)
d. Paragraph 4: There are so many ways people try and support this policy.
i. Robert Shireman says there are so many wrong things people are focusing that worsen the problem of diversity. (10 questions..., 462)
ii. Focusing on race alone and not just class is one big problem.
a. Subject of Essay: Affirmative action is not worth the struggle.
b. Argument: Although the Supreme Court now supports affirmative action in colleges, according to Robert Shireman, the author of "10 Questions College Officials Should Ask About Diversity", there are problems in trying to keep colleges diverse because they fear accusations of reverse racism, therefore affirmative action should be demolished.
c. Method by which this paper will prove that argument: I will first explain what affirmative action is. Then I will show some examples of how hard it is to comply with the policy. After that I will say why it not worth such a struggle, of course while considering all points of view.
II. Body
a. Paragraph 1: Affirmative action is a policy that attempts to give minorities and women a better chance to succeed at things like education, or at their place of work.
i. Evidence for that point: Webster dictionary directly defines affirmative action as "an active effort to improve the employment or educational opportunities of members of minority groups and women; also : a similar effort to promote the rights or progress of other disadvantaged persons"
b. Paragraph 2: One position on affirmative action is that it needs to be used to help create an equal society.
i. Evidence for that point: "The law school's prestige in academic and professional circles grew as it
became more diverse. Affirmative action hardly diminished its stature. Rather, Boalt Hall was a great law school because of affirmative action." (Lawrence, 929)
ii. Many say that diversity and affirmative action can help make a college more prestigious although people against affirmative action say affirmative action makes a college or university less prestigious.
c. Paragraph 3: Another position on affirmative action is unconstitutional
i. "any policy that gives consideration to race is essentially a form of racial preference or quota system and is in violation of the equal protection clause of the Fourteenth Amendment and is therefore unconstitutional." (Rhoads, Saenz, and Carducci, 192)
d. Paragraph 4: There are so many ways people try and support this policy.
i. Robert Shireman says there are so many wrong things people are focusing that worsen the problem of diversity. (10 questions..., 462)
ii. Focusing on race alone and not just class is one big problem.
outline jason
I. Introduction
a. Subject of Essay: The poverty rate in America is between being between 11-15% which is high compared to other countries. This upsetting statistic should be a wake up call for the government to be more effective on the war on poverty.B. Argument: Americas reputation of the land of opportunity should be discredited as a result of the governments lack of opportunity for the poor. c. Method by which this paper will prove that argument: This paper will prove the argument by showing that poverty today remains a big problem and the governments methods to reduce poverty have not been effective.
II. Body
a. Paragraph 1: This article “The politics of poverty” written by David Brady talks about different causes of poverty such as single mothers raising a family, or a lack of education. This article says that left wing parties are more efficient then right wing because they have a more aggressive approach in fighting poverty.
i. Evidence for the point: Brady states“ I conclude that left political institutions partially combine with and partially channel through the welfare state to reduce poverty”. For more evidence Brady goes on to say that left political institutions reduce poverty in the marketplace.
B. Paragraph 2: This article “ Separate and unequal” written by Marian Edelman James Jones talks about American children in poverty. The article states that there are more children in poverty today then there was 40 years ago. The authors of this article seem upset by this and blame the government for not taking action against children in poverty. He wants guaranteed health care for all children as well as better food programs for children in poverty. The author also calls on the government to give better education and training for children to get good jobs.
i. Evidence for the point: The authors state “ If America has money to wage war and rebuild Afghanistan and Iraq then there is more then enough money to reduce poverty”(135). The authors are making the point that the American government as plenty of money which can be used to fight against the war on poverty.
c. Paragraph 3: In The article “Why poverty remains high” written by John Iceland lists three reason why one might be in poverty. The ways mentioned are income growth, inequality and changes in family structure. Iceland seems upset that the economy was booming and the lower class people did not benefit from the positive economy. He says that low level families suffer because they cant afford basic goods because of economic inequality.
i. Evidence for the point: Iceland explains the 3 causes of poverty he states “ Economic inequality can mitigate the overall positive impact of income growth if unemployed and low-income workers do not get the benefit from these growths”. He also states “ I found that income growth explains most of the trend in absolute poverty”.
d. Paragraph 4: Sanford Schram in her writing “Welfare spending and poverty” talks about how people may become dependant on welfare which can be bad because people don’t develop skills to make money on there own. The government by giving welfare is making an effort to fight poverty but their effort might be the wrong idea.
i. Evidence for the point: PhD Sanford Schram states “ The new consensus on welfare expresses the idea that the major problem in social welfare is dependency not poverty”. She seems to be implying that people have to take action gets jobs instead of sitting back and relaying on the government. The Government might be at fault here.
e. Paragraph 5: “ Having global poverty” written by Timothy Besley and Robin Burgess discuss how if the economy is efficient poverty can go down. If the economy is doing well there will be higher paying jobs. This seems to imply that the government has to go ahead and do it all it can to improve the economy so all people will be better off. i. Evidence for point: The authors state “ The main sources of economic growth are accumulating human capital, physical capital and technological change, growth from these sources can help the poor directly and indirectly”.
a. Subject of Essay: The poverty rate in America is between being between 11-15% which is high compared to other countries. This upsetting statistic should be a wake up call for the government to be more effective on the war on poverty.B. Argument: Americas reputation of the land of opportunity should be discredited as a result of the governments lack of opportunity for the poor. c. Method by which this paper will prove that argument: This paper will prove the argument by showing that poverty today remains a big problem and the governments methods to reduce poverty have not been effective.
II. Body
a. Paragraph 1: This article “The politics of poverty” written by David Brady talks about different causes of poverty such as single mothers raising a family, or a lack of education. This article says that left wing parties are more efficient then right wing because they have a more aggressive approach in fighting poverty.
i. Evidence for the point: Brady states“ I conclude that left political institutions partially combine with and partially channel through the welfare state to reduce poverty”. For more evidence Brady goes on to say that left political institutions reduce poverty in the marketplace.
B. Paragraph 2: This article “ Separate and unequal” written by Marian Edelman James Jones talks about American children in poverty. The article states that there are more children in poverty today then there was 40 years ago. The authors of this article seem upset by this and blame the government for not taking action against children in poverty. He wants guaranteed health care for all children as well as better food programs for children in poverty. The author also calls on the government to give better education and training for children to get good jobs.
i. Evidence for the point: The authors state “ If America has money to wage war and rebuild Afghanistan and Iraq then there is more then enough money to reduce poverty”(135). The authors are making the point that the American government as plenty of money which can be used to fight against the war on poverty.
c. Paragraph 3: In The article “Why poverty remains high” written by John Iceland lists three reason why one might be in poverty. The ways mentioned are income growth, inequality and changes in family structure. Iceland seems upset that the economy was booming and the lower class people did not benefit from the positive economy. He says that low level families suffer because they cant afford basic goods because of economic inequality.
i. Evidence for the point: Iceland explains the 3 causes of poverty he states “ Economic inequality can mitigate the overall positive impact of income growth if unemployed and low-income workers do not get the benefit from these growths”. He also states “ I found that income growth explains most of the trend in absolute poverty”.
d. Paragraph 4: Sanford Schram in her writing “Welfare spending and poverty” talks about how people may become dependant on welfare which can be bad because people don’t develop skills to make money on there own. The government by giving welfare is making an effort to fight poverty but their effort might be the wrong idea.
i. Evidence for the point: PhD Sanford Schram states “ The new consensus on welfare expresses the idea that the major problem in social welfare is dependency not poverty”. She seems to be implying that people have to take action gets jobs instead of sitting back and relaying on the government. The Government might be at fault here.
e. Paragraph 5: “ Having global poverty” written by Timothy Besley and Robin Burgess discuss how if the economy is efficient poverty can go down. If the economy is doing well there will be higher paying jobs. This seems to imply that the government has to go ahead and do it all it can to improve the economy so all people will be better off. i. Evidence for point: The authors state “ The main sources of economic growth are accumulating human capital, physical capital and technological change, growth from these sources can help the poor directly and indirectly”.
Tuesday, November 13, 2007
I. Introduction:
Subject of essay: In the past century there have been millions of people who have emigrated from a foreign land, to a country with a very different way of life. There are many non-natives who immigrate to the U.S. forcing them to compromise their cultures and therefore, assimilate.
Argument: By assimilation, many cultures opt to leave their old traditions and establish new ones in order to achieve conformity and unity amongst their fellow citizens. This leads immigrants to feel more comfortable and confident in their new surroundings, which will lead to emigration success in their newfound land.
Method by which this paper will prove that argument: I will prove my argument by supporting it with relative journals from scholarly professors.
II. Body
Paragraph I. The article, “Assimilation of Japanese women in an American City,” written by Melvin De Fluer and Chang-Soo Cho discusses the experience which Japanese-born women have had with assimilation in the United States. It states that “Japanese women are quite isolated and don’t assimilate because they don’t work with native-born Americans, as men do {246}.” This evidence shows that Japanese-born women do not assimilate as easily and therefore remain isolated in a segregated, Japanese community.
i. This is a counterargument to the thesis that shows that Japanese-born women that have immigrated to America have not assimilated so well. Therefore, these people will inevitably keep their original traditions from their place of origin leaving them to never feel total comfort and stability in their new home.
Paragraph II. Deborah Golden writes in her article, “Storytelling the future: Israelis, Immigrants and the Imagining of Community,” about the experiences that people had as they immigrated to Israel. She says that newcomers had a tough time adjusting to what the citizens of Israel expected of its newcomers. The article discusses that “Actions are being taken by the Israeli state and its citizens in order to ensure the newcomers welfare both materially and culturally {8}.” While the state is quite helpful to its immigrants, they still try to “guide the newcomers in a remaking of the self {8}.”
i. Although the citizens may come on strong to the newcomers, it will pay off in the long run to adopt these new traditions in order that the immigrants feel and portray themselves as more established individuals.
Israeli immigrants are being asked to remake themselves to fit the desire of the Israel State. By this request, just as stated in the thesis, although Israeli newcomers will be forced to leave their old traditions for new ones, they will achieve success by abiding by traditions of their new land, making an easier transition into a new, diverse culture.
Paragraph III. Highly Renowned Professors, Raymond Teske Jr. and Bardin Nelson discuss in their article, “Acculturation and Assimilation” that the two terms are not dependent on one another. Acculturation is “a process of adaptation to new conditions of life…as a result of contact with the culture of one or more societies {351}.” Acculturation is not contingent on a change in values, while assimilation very well is. “Assimilation is contingent on acceptance by the out-group {358}.” Assimilation is also a process that compromises ones internal and external self and involves change in values as well.
i. The authors state that Assimilation is a process that forces one to compromise their values and all parts of their being. One should be compromising only as much as they want to. One should not be forced to do things he doesn’t want to do in his country where he has freedom of rights. Again, just as stated in the thesis, Assimilation is something that will eventually force a culture to leave all its traditions however, if conformity and comfortableness is not what they achieve, then there is no point in tolerating those traditions to begin with.
Paragraph IV Bernard Wong writes about an experiment that he performed between Chinese in Lima Peru and Chinese in New York. This is written in his article, “On Assimilation of the Asians in the Americas. A Reply.” This experiment between the two Chinese groups took place in order to compare assimilation. It shows how Chinese assimilated into New York. Wong states that, “immigrants discard the cultural traits of their host country through intermarriage participation in institutions of the host society and adoption of their behaviors and attitudes {172}.”
i. Through controlled experiments Wong proves this quote about immigrants, such as the Chinese who dwell in New York and assimilation. Wong points out that intermarriage and participation in certain “American” events have Americanized the Chinese living in New York, which helps them modify themselves for a more united America.
Paragraph V. The article discusses the challenges that immigrants of America face. Many times immigrants come to America empty handed and illiterate as well. These two traits combined will leave immigrants to segregate themselves and leave little hope for a smooth transition into American society. Zhou claims that if children of immigrants are in school with native-born children great tension will be created. This will leave immigrated children to resist assimilation.
i. This is a counterargument for the thesis that assimilation will allow people to earn more status and confidence. Immigrants may feel uncomfortable with these new traditions and segregate themselves, leaving them no chance to ever assimilate into the American society. These Immigrants may never achieve total success when they feel as if their being looked down upon at all times.
Subject of essay: In the past century there have been millions of people who have emigrated from a foreign land, to a country with a very different way of life. There are many non-natives who immigrate to the U.S. forcing them to compromise their cultures and therefore, assimilate.
Argument: By assimilation, many cultures opt to leave their old traditions and establish new ones in order to achieve conformity and unity amongst their fellow citizens. This leads immigrants to feel more comfortable and confident in their new surroundings, which will lead to emigration success in their newfound land.
Method by which this paper will prove that argument: I will prove my argument by supporting it with relative journals from scholarly professors.
II. Body
Paragraph I. The article, “Assimilation of Japanese women in an American City,” written by Melvin De Fluer and Chang-Soo Cho discusses the experience which Japanese-born women have had with assimilation in the United States. It states that “Japanese women are quite isolated and don’t assimilate because they don’t work with native-born Americans, as men do {246}.” This evidence shows that Japanese-born women do not assimilate as easily and therefore remain isolated in a segregated, Japanese community.
i. This is a counterargument to the thesis that shows that Japanese-born women that have immigrated to America have not assimilated so well. Therefore, these people will inevitably keep their original traditions from their place of origin leaving them to never feel total comfort and stability in their new home.
Paragraph II. Deborah Golden writes in her article, “Storytelling the future: Israelis, Immigrants and the Imagining of Community,” about the experiences that people had as they immigrated to Israel. She says that newcomers had a tough time adjusting to what the citizens of Israel expected of its newcomers. The article discusses that “Actions are being taken by the Israeli state and its citizens in order to ensure the newcomers welfare both materially and culturally {8}.” While the state is quite helpful to its immigrants, they still try to “guide the newcomers in a remaking of the self {8}.”
i. Although the citizens may come on strong to the newcomers, it will pay off in the long run to adopt these new traditions in order that the immigrants feel and portray themselves as more established individuals.
Israeli immigrants are being asked to remake themselves to fit the desire of the Israel State. By this request, just as stated in the thesis, although Israeli newcomers will be forced to leave their old traditions for new ones, they will achieve success by abiding by traditions of their new land, making an easier transition into a new, diverse culture.
Paragraph III. Highly Renowned Professors, Raymond Teske Jr. and Bardin Nelson discuss in their article, “Acculturation and Assimilation” that the two terms are not dependent on one another. Acculturation is “a process of adaptation to new conditions of life…as a result of contact with the culture of one or more societies {351}.” Acculturation is not contingent on a change in values, while assimilation very well is. “Assimilation is contingent on acceptance by the out-group {358}.” Assimilation is also a process that compromises ones internal and external self and involves change in values as well.
i. The authors state that Assimilation is a process that forces one to compromise their values and all parts of their being. One should be compromising only as much as they want to. One should not be forced to do things he doesn’t want to do in his country where he has freedom of rights. Again, just as stated in the thesis, Assimilation is something that will eventually force a culture to leave all its traditions however, if conformity and comfortableness is not what they achieve, then there is no point in tolerating those traditions to begin with.
Paragraph IV Bernard Wong writes about an experiment that he performed between Chinese in Lima Peru and Chinese in New York. This is written in his article, “On Assimilation of the Asians in the Americas. A Reply.” This experiment between the two Chinese groups took place in order to compare assimilation. It shows how Chinese assimilated into New York. Wong states that, “immigrants discard the cultural traits of their host country through intermarriage participation in institutions of the host society and adoption of their behaviors and attitudes {172}.”
i. Through controlled experiments Wong proves this quote about immigrants, such as the Chinese who dwell in New York and assimilation. Wong points out that intermarriage and participation in certain “American” events have Americanized the Chinese living in New York, which helps them modify themselves for a more united America.
Paragraph V. The article discusses the challenges that immigrants of America face. Many times immigrants come to America empty handed and illiterate as well. These two traits combined will leave immigrants to segregate themselves and leave little hope for a smooth transition into American society. Zhou claims that if children of immigrants are in school with native-born children great tension will be created. This will leave immigrated children to resist assimilation.
i. This is a counterargument for the thesis that assimilation will allow people to earn more status and confidence. Immigrants may feel uncomfortable with these new traditions and segregate themselves, leaving them no chance to ever assimilate into the American society. These Immigrants may never achieve total success when they feel as if their being looked down upon at all times.
Part II
Yoni Mandelbaum
Professor Henkle
English 110
14 November 2007
I. Introduction
a. Subject of Essay: Students from higher income families will do better in school than those who have families with lower income.
b. Argument: Therefore, in order to enable the students with lower family income to have the same opportunity as those with higher income, a full scholarship should be provided to the students from low-income families.
c. Method by which this paper will prove that argument: This paper will prove this argument by providing and analyzing articles from scholarly journals that support the idea that scholarships should in fact to be given to low-income families in order to create equal opportunity.
II. Body
a. Paragraph 1: This article explains that due to the high cost of college, combined with the low assistance level of financial scholarships, many low-income families are finding it very difficult to afford sending students to universities.
i. Evidence for that point: In fall 2001 Princeton got rid of student loans and instead offers scholarship grants. Since most universities are unable to do this, low-income students are finding it extremely hard to afford college, resulting in a decrease in entry and completion of college by students with low family income. Families that bring in twenty-five thousand dollars or less are considered low income, and as college prices go up it is these low-income families that suffer the most. While some financial aid programs, such as Pell Grant, can not provide as much money as is being demanded, the amount still needed after financial aid has been given is still substantial. The author concludes by advising the federal government to be more active in setting up college preparatory programs in high schools, as well as reorganizing financial aid programs and organizations in order to assist the low income families in an efficient manner.
ii. This article illustrates the major need of financial aid to be given to those with lower-income families in order to give them the opportunity to excel in college as the tuition rate rises. Although more money is demanded, financial aid organizations need to be able to provide for those not wealthy enough to fully pay their way through university. In addition, it appears that as financial grants are given, the distribution to varying income families is very important in order to ensure those with lower incomes get equal opportunity to attend do well in college.
b. Paragraph 2: This essay discusses how a higher amount of scholarship money should be provided to low-income families that need the financial help, rather than the same amount given to those families that are financially comfortable.
i. Evidence for that point: As Princeton revised its financial aid program by dropping student loans and instead offering scholarships, Harvard has joined as well by offering an additional two thousand dollars to those already receiving financial aid. This seems okay, but since black students compose seven percent of Harvard’s study body, most of this scholarship money will go to white students, as the financial help for black students will decrease. While the white students with higher income families receive the two thousand dollar bonus, so do the many low-income black families. Therefore it is unfair to those who may need more money than others do. It seems that the author is suggesting that more money be given to those with more financial need and less to those that can handle college payments without as much assistance.
ii. In order to give equal opportunity to those with lower income families, it seems that this article suggests different amounts of financial aid bonuses be given out to students receiving grants based on their own economic situation, rather than the added bonus that every student under financial aid receives. By giving the lower-income, in this article relating to African-Americans, a bigger sum as financial aid, it gives them an equal opportunity to do well in school.
c. Paragraph 3: The author of this article conveys the thought that as unaffordable as private schools are to low-income families, many of these families are finding public and state-run colleges equally financially unbearable.
i. Evidence for that point: Low-income black families are seeing private colleges as unreachable in their states due to their financial situations, and are therefore relying on state-operated colleges instead. In a study done by the Lumina Foundation, it was found that public universities were also financially unattainable for low-income families except in the states of Alaska, Arkansas, Hawaii, Kentucky, and Wyoming, where state legislature subsidies and financial aid were sufficiently provided to lower-income students. Three factors that the researchers give as reasons for why college is affordable in some states but not others include the difference in income between whites and blacks and minorities varies by state, secondly, each states has different financial aid programs, and finally, state subsidies for college also vary by state. In conclusion, these problems must be dealt with in order to educate a broad and diverse work force and to avoid social tension.
ii. The article raises the point that in almost every state in the US even public state-operated colleges, let alone private universities, are out of the financial league for many people. This article articulates the need for more financial aid to be readily available to low-income families. Therefore it seems, in order to give the low-income students an equal opportunity at a quality education, financial aid needs to be provided more generously.
d. Paragraph 4: The topic of this writing concerns how many Ivy League colleges have decided to diversify by distributing scholarships, not based on financial need, but rather for academic achievement as well as student-athlete potential, resulting in the inability to provide low-income families with the necessary proper financial help.
i. Evidence for that point: After many years of top Ivy league schools coming together in order to address financial aid policies, these meetings came to a stop. As a result it was found that schools were giving scholarships, not based on financial need, but rather on an academic achievement basis as well the wish to include a more racially eclectic student body. In result, it was found by a professor named Caroline Hoxby from the economics department at Harvard University, that “in a period when college costs continued to escalate at a rate far higher than inflation, the amount of aid available to poor students remained bout the same.” This means that as colleges were making the decisions for students to receive financial aid to, although they might diversify by choosing black students, these students will be from middle to higher income families rather than lower-income families. Finally the author concludes that black students who are academically and athletically gifted will receive more attention and consideration in the area of financial aid rather than those who need it most.
ii. Although financial aid is being given out, it is not being channeled in the right direction. The change from financial need to academic achievement based is really leaving those who need the money most at a large disadvantage.
e. Paragraph 5: In this essay, Lewis C. Solmon, illustrates his views that financial compensation should be given to low-income families in order to reimburse them with money they would have received had the child been working rather than being in school. In addition the author suggests that money on expenses to enhance the home learning environment should also be addressed.
i. Evidence for that point: A family’s income directly affects choices parents make for their kids concerning school because the money spent to send the child to school, is also money lost since the kid could be working to provide more money for the family. If the students decide to work outside of school hours, then that time that could be spent on schoolwork and studying, are instead committed to working to help support their already low-income families. The author continues and suggests: “in order to get the poor to send their high school age children to a school of any quality, the cost in terms of proportionate reduction in family income must be reduced for low income families. Perhaps directs payments to these families based on sending their children to school (rather than welfare payments based on the number of children) are the answer”(Solmon 769). In addition, Solmon writes that because of a family’s low income, it may cause the student’s home to be less resourceful and unaccommodating to their needs, thereby giving them a disadvantage compared to students from houses of higher income. The author concludes that incentive payments should be provided to lower income families to send their children to school, in order to assist in making the home an acceptable place for children to excel in their studies, and in addition to provide a higher rate of return to schooling.
ii. As the author proposed, in order to give the lower income students a fair opportunity to achieve substantially in school, payments or scholarships should be granted in order to enable this. As a parallel, my argument states that money should be distributed to those in need as a device to help spark equal opportunity between lower and higher income students to attain good grades in school.
Professor Henkle
English 110
14 November 2007
I. Introduction
a. Subject of Essay: Students from higher income families will do better in school than those who have families with lower income.
b. Argument: Therefore, in order to enable the students with lower family income to have the same opportunity as those with higher income, a full scholarship should be provided to the students from low-income families.
c. Method by which this paper will prove that argument: This paper will prove this argument by providing and analyzing articles from scholarly journals that support the idea that scholarships should in fact to be given to low-income families in order to create equal opportunity.
II. Body
a. Paragraph 1: This article explains that due to the high cost of college, combined with the low assistance level of financial scholarships, many low-income families are finding it very difficult to afford sending students to universities.
i. Evidence for that point: In fall 2001 Princeton got rid of student loans and instead offers scholarship grants. Since most universities are unable to do this, low-income students are finding it extremely hard to afford college, resulting in a decrease in entry and completion of college by students with low family income. Families that bring in twenty-five thousand dollars or less are considered low income, and as college prices go up it is these low-income families that suffer the most. While some financial aid programs, such as Pell Grant, can not provide as much money as is being demanded, the amount still needed after financial aid has been given is still substantial. The author concludes by advising the federal government to be more active in setting up college preparatory programs in high schools, as well as reorganizing financial aid programs and organizations in order to assist the low income families in an efficient manner.
ii. This article illustrates the major need of financial aid to be given to those with lower-income families in order to give them the opportunity to excel in college as the tuition rate rises. Although more money is demanded, financial aid organizations need to be able to provide for those not wealthy enough to fully pay their way through university. In addition, it appears that as financial grants are given, the distribution to varying income families is very important in order to ensure those with lower incomes get equal opportunity to attend do well in college.
b. Paragraph 2: This essay discusses how a higher amount of scholarship money should be provided to low-income families that need the financial help, rather than the same amount given to those families that are financially comfortable.
i. Evidence for that point: As Princeton revised its financial aid program by dropping student loans and instead offering scholarships, Harvard has joined as well by offering an additional two thousand dollars to those already receiving financial aid. This seems okay, but since black students compose seven percent of Harvard’s study body, most of this scholarship money will go to white students, as the financial help for black students will decrease. While the white students with higher income families receive the two thousand dollar bonus, so do the many low-income black families. Therefore it is unfair to those who may need more money than others do. It seems that the author is suggesting that more money be given to those with more financial need and less to those that can handle college payments without as much assistance.
ii. In order to give equal opportunity to those with lower income families, it seems that this article suggests different amounts of financial aid bonuses be given out to students receiving grants based on their own economic situation, rather than the added bonus that every student under financial aid receives. By giving the lower-income, in this article relating to African-Americans, a bigger sum as financial aid, it gives them an equal opportunity to do well in school.
c. Paragraph 3: The author of this article conveys the thought that as unaffordable as private schools are to low-income families, many of these families are finding public and state-run colleges equally financially unbearable.
i. Evidence for that point: Low-income black families are seeing private colleges as unreachable in their states due to their financial situations, and are therefore relying on state-operated colleges instead. In a study done by the Lumina Foundation, it was found that public universities were also financially unattainable for low-income families except in the states of Alaska, Arkansas, Hawaii, Kentucky, and Wyoming, where state legislature subsidies and financial aid were sufficiently provided to lower-income students. Three factors that the researchers give as reasons for why college is affordable in some states but not others include the difference in income between whites and blacks and minorities varies by state, secondly, each states has different financial aid programs, and finally, state subsidies for college also vary by state. In conclusion, these problems must be dealt with in order to educate a broad and diverse work force and to avoid social tension.
ii. The article raises the point that in almost every state in the US even public state-operated colleges, let alone private universities, are out of the financial league for many people. This article articulates the need for more financial aid to be readily available to low-income families. Therefore it seems, in order to give the low-income students an equal opportunity at a quality education, financial aid needs to be provided more generously.
d. Paragraph 4: The topic of this writing concerns how many Ivy League colleges have decided to diversify by distributing scholarships, not based on financial need, but rather for academic achievement as well as student-athlete potential, resulting in the inability to provide low-income families with the necessary proper financial help.
i. Evidence for that point: After many years of top Ivy league schools coming together in order to address financial aid policies, these meetings came to a stop. As a result it was found that schools were giving scholarships, not based on financial need, but rather on an academic achievement basis as well the wish to include a more racially eclectic student body. In result, it was found by a professor named Caroline Hoxby from the economics department at Harvard University, that “in a period when college costs continued to escalate at a rate far higher than inflation, the amount of aid available to poor students remained bout the same.” This means that as colleges were making the decisions for students to receive financial aid to, although they might diversify by choosing black students, these students will be from middle to higher income families rather than lower-income families. Finally the author concludes that black students who are academically and athletically gifted will receive more attention and consideration in the area of financial aid rather than those who need it most.
ii. Although financial aid is being given out, it is not being channeled in the right direction. The change from financial need to academic achievement based is really leaving those who need the money most at a large disadvantage.
e. Paragraph 5: In this essay, Lewis C. Solmon, illustrates his views that financial compensation should be given to low-income families in order to reimburse them with money they would have received had the child been working rather than being in school. In addition the author suggests that money on expenses to enhance the home learning environment should also be addressed.
i. Evidence for that point: A family’s income directly affects choices parents make for their kids concerning school because the money spent to send the child to school, is also money lost since the kid could be working to provide more money for the family. If the students decide to work outside of school hours, then that time that could be spent on schoolwork and studying, are instead committed to working to help support their already low-income families. The author continues and suggests: “in order to get the poor to send their high school age children to a school of any quality, the cost in terms of proportionate reduction in family income must be reduced for low income families. Perhaps directs payments to these families based on sending their children to school (rather than welfare payments based on the number of children) are the answer”(Solmon 769). In addition, Solmon writes that because of a family’s low income, it may cause the student’s home to be less resourceful and unaccommodating to their needs, thereby giving them a disadvantage compared to students from houses of higher income. The author concludes that incentive payments should be provided to lower income families to send their children to school, in order to assist in making the home an acceptable place for children to excel in their studies, and in addition to provide a higher rate of return to schooling.
ii. As the author proposed, in order to give the lower income students a fair opportunity to achieve substantially in school, payments or scholarships should be granted in order to enable this. As a parallel, my argument states that money should be distributed to those in need as a device to help spark equal opportunity between lower and higher income students to attain good grades in school.
11/13
Please note and look at Yoni's exemplary part III for Assignment 3. Not only are his citations right on, the summaries could be very helpful to many of you as a model. Here we see something very specific, clearly drawn from the articles, and dealing with the entire article. This to warn you off of being general ('the authors propose some solutions' rather than 'the authors propose X, Y, and Z as solutions') and from not indicating the complete argument ('in conclusion' is a useful phrase). Even if you can't deal with the article as fully as we might like, be sure that you are scanning from beginning to end, and indicating that in your summary.
Monday, November 12, 2007
11/10
Hope the library visit was instructive. Those of you who haven't sent me a topic and bibliography need to do so immediately. Email is fine--we need to get this set because the final three part project will be due on the Monday before break, and going on without a topic is more or less pointless.
For Wednesday, do the first five paragraphs of the outline of your imaginary essay and bring it to class. Also, post it here (I understand there may be some formatting problems) so we can look at it during class. Follow the Essay #3 instructions for the format of this part of the project. Five paragraphs will not finish your outline, but it will give us a start and something to work with in class.
Last but not least, you should receive your graded second essay tonight via email (11/10). If you have any problem opening it, be sure to let me know on Tuesday so that I can print it for you for Wednesdays class. If you don't receive the essay at all, also let me know.
I suspect some of you will want to revise your paper for a better grade, and I'd be very glad to have them (for some of you it's more or less required for passage in the course). To prevent backlog, however, I will not take any new drafts of essay 1 or essay 2 after Monday, December 3rd. This means you should be working on these over Thanksgiving break.
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