Bogen (1983) States That The Main Specify Of The Right

Bogen (1983) states that the main specify of the right to freedom of speech in the essential sanction of any province before the American Revolution alluded to the privileges of administrators amid sessions of the lawmaking body. The significance given the term in this restricted setting affected its importance when connected to the entire society. The improvement of parliamentary benefit exhibits an acknowledgment in early America of the connection amongst discourse and the political procedure and of the significance of the systems for authorizing limits on discourse as a part of securing its freedom. Allen and Chenoweth (n.d.) recommends that after the American Revolution, the US Constitution s First Amendment, embraced in 1791, set up†¦show more content†¦According to Ruane (2014), the right to freedom of speech and other types of expression are not absolute rights, as they can truly conflict with the privileges of others and the requirement for open request. Our laws strike a harmony between safeguarding these opportunities and shielding individuals from out of line treatment and discrimination. Exceptions to freedom of speech The Supreme Court has recognized classes of speech that are unprotected by the First Amendment and might be precluded totally. Among them are obscenity, defamation, child pornography, and fighting words or true threats. Obscenity. According to Freedom of Speech and Expression India v America study (2007), Court connected another test for obscenity in Roth v. United States, which was whether to the normal individual, applying contemporary group benchmarks, the overwhelming topic of the material, taken all in all, advances to the lascivious intrigue which is known as Ruth test of obscenity. Ruane (2014) recommends that the Supreme Court has permitted an exception to the decide that obscenity is not protected by the First Amendment, one has a protected right to have obscene material in the closet of his

The War On The Battlefield - 1726 Words

Wars aren’t fought in a vacuum, and those who study the Civil War should know this. While the Confederacy lost the war on the battlefield, a failure to exam the social and political climate before the first shot fired on Fort Sumter and the furling of the CSS Shenandoah’s Confederate Navy Ensign— the war’s final surrender— does not capture the war’s impact on the nation. Certainly, one can’t discuss a war and never mention a battle. The field’s foundation is in traditional military history, but I feel more comfortable discussing social history topics. When I began the semester, I felt I was staunchly in the social history camp. I wanted nothing to do with regiments, charges, and invasion routes. When I wrote the first paper on this same†¦show more content†¦The process of defining what kind of Civil War historian that you are is a fluid process that needs to reevaluated as you become exposed to more information. The first book we read this semester was Paul Quigley’s Shifting Grounds: Nationalism and the American South, 1848-1865. Quigley’s work focuses primarily on the formation of Southern nationalism during the complex years before secession and Fort Sumter. Only the final chapters examines the years 1861-1865. I appreciated Quigley’s framing of Southern nationalism within an international context. This goes against the southern exceptionalism trend that tends to permeates any study of the American South. Quigley’s assertion the nationalism was a cause rather than an effect of succession is correct in my estimation. However, if the book is going to be considered a work about the Civil War, more than one chapter of it should deal with the ebb and flow of nationalism during the war itself. As a historian, I feel that establishing the origins of Confederate nationalism is an important part of understanding the Confederate war effort on the battlefield and on the h ome front, but as a historian, I’d like to see it evaluated more thoroughly during the War itself (Quigley). The second work our class read this semester was literature scholar Randall Fuller’s From Battlefields Rising. Fuller attempted to exam the manner in which Civil War changed the view of America’s

Peer-To-Peer Learning for Reciprocal Peer Tutoring - myassignmenthelp

Question: Discuss about thePeer-To-Peer Learning for Reciprocal Peer Tutoring. Answer: Introduction Peer-to-peer learning is an approach to teaching/learning whereby one learner gives instructions to peers in the material upon which former is the expert while former is a beginner. Peer-to-peer learning is never a novel concept. The concept is traceable back to the archons utilization by Aristotle or the student leaders alongside to Seneca the Youngers letters. The concept initially framed as a theory from Scotsman Andrew Bell in the year 1795, and later English and French schools embraced it in the nineteenth century. Over the previous thirty to forty years, this method of learning has been increasingly famous together with mixed abilities grouping in the K-12 public schools alongside the interest in increasingly financially-efficient approach of learning. Academic peer-peer learning can take various forms among them surrogate, proctoring, cooperative learning and reciprocal peer tutoring (RPT). Surrogate learning is common at bigger universities and entails providing older learners, usually graduates or senior undergraduates, certain or all of learning/teaching roles/responsibilities for the courses of undergraduates. Proctoring learning programs encompass one-on-one learning/tutoring by learners who are slightly advanced of other fellow learners, or who have demonstrated successful proficiency with material in the latest past. Cooperative learning encompass the division of peers into small cohorts, with each individual in cohort responsible for teaching their fellows, and each contributing a rare piece to the cohort performance on a given task. RRT remains an increasingly specific kind of cooperative learning and group peers into pairs for tutoring each other. Results and Discussion Key Points of Analysis Peer-to-peer learning is an effective approach in promoting learners independence Peer-to-peer learning makes the students best utilize the experience of their peers Students who participate in peer-to-peer learning show high academic achievement Students who participate in peer-to-peer learning needs to actively participate in the roles as tutors and as tutees How can peer-to-peer learning promote student independence? Peer-to-peer is one of the most important strategy that foster student independence thereby allowing the learners to enjoy fruitful interactions with others as well as actively partaking in students school community. It is one of the ways through independent learning skills are developed to improve the students outcomes. It takes the form of students self-regulated and independent learning and hence a higher influence on the progress of the student. It provides the learners with potential opportunities to self-monitor based on the process of establishing goals as well as receiving feedback from fellow students and from oneself. Through peer-tutoring, students are able to revise via the intervention of their peers once the peer-tutoring has been assumed (Godwin-Jones, 2005). The strategy enriches the production by having students confronting each other in the learning process. It fosters the processes such as metacognitive awareness amongst the learners own productions, especially epistemic monitoring as well as reflexive thinking for self-reliance. The peer-to-peer learning process permits each learner to play a given role of tutor and tutored. The student who use reciprocal peer tutoring will benefit from providing directions, evaluating as well as providing bolstering for their colleagues. The strategy establishes a mutual help and social support amongst the partaking students. Research on peer-to-peer mostly provide evidence for fruitful impacts on learning, performance stress and anxiety reduction alongside a surge in gratification with the progress (Yang, 2006). The students will greatly benefit from the peer-to-peer learning in a number of ways that promotes their independence. The learners always receive increased time for their individualized learning. Also, peer-to-peer learning allows for straight interactions between the learners thereby promoting active learning. The strategy further benefits the learners as the peer teachers reinforce their individual learning by instructing their colleagues. The peer-to-peer learning makes the learners to feel increasingly comfortable and open when interacting with their peers. The peers as well as learners will share the identical discourse thereby permitting a greater understanding. The strategy is also financially efficient option to hiring more members of staff. The teachers will receive more time and hence focus on the next lesson as they leave the students on their own to improve self-reliance among their students. The reciprocal peer-to-peer learning program applied at the California State University for example has helped the students in the huge introductory psychology course to meet with the learners partners occasionally throughout the course in order to question one another as well as discuss the major ideas for every unit of this course. This program has not only helped boost the independence of the students but it has also increased the academic success and the increased the social incorporation of the learners. This learning strategy has been extremely successful since when the students in the Reciprocal Peer Tutoring (RPT) program abilities were compared with the control learners that took part in the supplementary activities, the participants in the RPT indicated higher academic accomplishment on the unit tests, ranked themselves as increasingly gratified with the class were effectively adjusted psychologically, and often utilized their RPT colleagues as the supportive resource in th is course. How can student best utilize the experience of their fellow students? The studies have shown that student in peer-to-peer learning utilize the experience of their colleagues to become increasingly independent. The activities of peer-to-peer learning characteristically yield positive outcomes for both the tutor and the tutee. These activities yield better team-building spirit a well as increased supportive relationships. They also yield psychological well-being, communication skills, social competence as well as self-esteem. Further peer-to-peer activities leads to higher accomplishment alongside greater productivity on the basis of the improved learning outcomes (Purser, Towndrow Aranguiz, 2013). The experience of the fellow students can best be utilized by other students to encourage the highly motivated as well as well-prepared learners to become interested in pursuing studies via skills development alongside exposure to first-hand experience. The tutor and tutees work closely together to design as well as implement their studies (Mazur, 2017). The students can benefit from their fellows experience for example where the surrogate teaching approach is used with more experienced students like doctoral learners supervising the undergraduate learners. This will inspire the undergraduate students by recognizing these doctoral students as their role models and aim at achieving whatever their seniors have accomplished. Also, the junior learners can optimally benefit from the senior students by reaching out to them for revision helps and even some pieces of potential benefits. To best utilize the experience of their peers, the students need to effectively collaborate with each other. The educators have acknowledged the value of collaborative learning. The learners do not effectively learn where there is no collaboration or in isolation. The students must never be isolated receivers of knowledge in order to best benefit from the experience of their peers. The learners must overcome any form of isolation to learn as well as write. The should fully and actively partake the collaborative learning exercises including peer review workshops, group presentation, collaborative research assignments, discussion groups and collaborative papers. These are imperative constituents of the learners writing classrooms since they inspire active learning, providing learners the potential opportunity to become increasingly deeply involved/engaged with their writing as well as with each other (Comer, Clark Canelas, 2014). The learners can also benefit and best use the experience of other fellows when they engage actively in both self and peer assessment. The self as well as peer assessment will be based on revision and enhancement. By engaging in these assessments, the learners will independently assess individually and other assess the progress of their fellows with confidence instead of always depending on their teachers judgment. When learners self-and peer-asses, the learners become actively engaged in learning course and their independence as well as motivation/inspirations are enhanced (Biech, 2015). The students will in this case by utilizing the experience of others to effectively look at their individual work, and judge the extent to which their work display explicitly outlined goals/criterion thus able to effectively asses the quality of own work and subsequently revise the work accordingly. Recommendations Teachers should encourage peer-to-peer learning to promote students independence Learners should always collaborate and cooperate in the collaborative learning as means to best utilize the experience of their fellows Self-assessment and peer assessment must be encouraged as it will help student be independent without overreliance on teachers Peer-to-peer education must always be integrated in class as an integral part of the curriculum to improve both higher academic achievement and social competence and independence Conclusion To this end, it is undoubtedly that peer-to-peer learning is an effective approach to improve learners independence and remains increasingly attributed to higher and faster academic achievement. By lessening the time that students take with their teachers, student get extra time to be on their own and this detaches them from the overreliance on the teachers. In essence, peer-to-peer learning should be effectively exploited to allow the students benefit from the potential experience of their fellows. Since the students are more friendly and close to their peers than the teachers, they will be able to open up to their peers on their learning disabilities and challenges early enough to get the solutions. Thus, the report is penned off with a call to action that learners should exploit the potential and promising opportunity that peer-to-peer learning avails by ensuring that they actively collaborate and partake in every activity to best utilize the experience of their fellows. References Biech, E. (2015). Peer?to?Peer Learning. 101 Ways to Make Learning Active beyond the Classroom, 204-212. Comer, D. K., Clark, C. R., Canelas, D. A. (2014). Writing to learn and learning to write across the disciplines: Peer-to-peer writing in introductory-level MOOCs. The International Review of Research in Open and Distributed Learning, 15(5). Godwin-Jones, B. (2005). Messaging, gaming, peer-to-peer sharing: Language learning strategies tools for the millennial generation. Mazur, E. (2017). Peer instruction. In Peer Instruction (pp. 9-19). Springer Spektrum, Berlin, Heidelberg. Purser, E. R., Towndrow, A., Aranguiz, A. (2013). Realising the Potential of peer-to-peer learning: Taming a MOOC with social media. Yang, S. J. (2006). Context aware ubiquitous learning environments for peer-to-peer collaborative learning. Educational Technology Society, 9(1), 188-201.

Top 10 Percent Graduating Essay Example For Students

Top 10 Percent Graduating Essay Top Ten PercentGraduating top ten percent is a hard road filled with four years of all nighters, study sessions, and countless hours at the library. To graduate with this honor not only brings pride to ones parents but it also gives the student a special privilege. The top ten percent rule passed in 1997 (House Bill 588) by the 75th legislator automatically accepts these students to any public Texas University. While this may seem like a noble idea on the surface, in retrospect this gives an unfair advantage to the rest of the graduating class. Texas government believes that the top ten percent rule will encourage students to work harder in high school and increase the amount of minorities accepted into a public Texas University. Instead, it works against other hard working students who did not achieve top ten percent status but have other outstanding achievements. I believe that this rule excludes many deserving students and cause parents as well as public school systems to do irrat ional things to circumnavigate a well intentioned but poorly thought out bill. This rule should be abolished for the good of the future students. We will write a custom essay on Top 10 Percent Graduating specifically for you for only $16.38 $13.9/page Order now A great deal of hard working students who have made it their goal to attend the University of Texas at Austin are rejected solely on the basis that they are not in the top ten percent of their respected school. In the article ?Student Run Into to Ten Percent Law? published in the Houston Chronicle, a promising 17-year-old student who wanted to follow in his fathers footsteps by attending the University of Texas was reject purely on the grounds that he was not in the top ten percent of his class. The rejection letter stated that his ?academic record did not meet the required competitive level?(Nissimov, 1a) but his accomplishments such as maintaining a 3.94 grade point average and scoring a 1240 on his SAT (180 points above the national average) clearly states otherwise. His only draw back was attending a very academically competitive high school. His grade point average would have easily placed him in the top ten percent in many other schools but at the high school he attended, it on ly managed to secure him a spot in the top 30 percent. The top ten percent rule has caused students, parents, and schools to do outrageous things to get students in the top ten percent of their class. In some instances, parents were forced to move out of their home and or illegally place their children into a less competitive and less challenging school by falsifying their address. In the article ?Dumbing Down of the Education Plaguing Texas and the Nation.? By Marc Levin, states that ?There have been reports of parents transferring their children to inferior high schools to give them a better chance of graduating it the top ten percent, thereby receiving automatic admission to UT and AM. This outgrowth of the top ten percent rule provides a clear example of how leveling can bring an entire educational system down to the lowest common denominator.?(Levin, 2) These students may achieve the top ten percent status but in essence, they sacrifice the better education that they could have received. There have been cases in some schools that ha ve squeezed extra student in the top ten percent. At Westlake High School, 63 of the 491 seniors were in the top ten percent, but the math clearly shows us that in actuality that would make it 12.8 percent. ?Ms. Faske, the schools college career counselor, concedes that the school did inflate some students class rank.?Golden, 1) Another instance was at Lyndon Baines Johnson High School where 15 percent of the seniors managed to with the top ten percent status. .u9c451f004ec3f5f5f3b7cab77666f858 , .u9c451f004ec3f5f5f3b7cab77666f858 .postImageUrl , .u9c451f004ec3f5f5f3b7cab77666f858 .centered-text-area { min-height: 80px; position: relative; } .u9c451f004ec3f5f5f3b7cab77666f858 , .u9c451f004ec3f5f5f3b7cab77666f858:hover , .u9c451f004ec3f5f5f3b7cab77666f858:visited , .u9c451f004ec3f5f5f3b7cab77666f858:active { border:0!important; } .u9c451f004ec3f5f5f3b7cab77666f858 .clearfix:after { content: ""; display: table; clear: both; } .u9c451f004ec3f5f5f3b7cab77666f858 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u9c451f004ec3f5f5f3b7cab77666f858:active , .u9c451f004ec3f5f5f3b7cab77666f858:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9c451f004ec3f5f5f3b7cab77666f858 .centered-text-area { width: 100%; position: relative ; } .u9c451f004ec3f5f5f3b7cab77666f858 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9c451f004ec3f5f5f3b7cab77666f858 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9c451f004ec3f5f5f3b7cab77666f858 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u9c451f004ec3f5f5f3b7cab77666f858:hover .ctaButton { background-color: #34495E!important; } .u9c451f004ec3f5f5f3b7cab77666f858 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9c451f004ec3f5f5f3b7cab77666f858 .u9c451f004ec3f5f5f3b7cab77666f858-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9c451f004ec3f5f5f3b7cab77666f858:after { content: ""; display: block; clear: both; } READ: Is Ethnography A Suitable Meth EssayThe outcome of so many students accepted through the top ten percent automatic admission rule is that there is little room left for regular admission. As a result of this, many students end up in the provisional program offered here at UT Austin. The requirement for acceptance through the provisional program is that students are required to take 12 credit hours in the subjects of mathematics, science, social science, and English. They must pass all of their classes with no incompletes and must maintain a minimum grade point average of 2.25. The provisional program is considered a tough and lengthy program but Br. Hall, a professor of Bio logy at UT, best describes it by stating the ?the provisional program is basically 9 weeks of cramming.?(Hall) The students who do make it into UT under the provisional program are faced with another dilemma; they are automatically placed in the school of liberal arts. This poses a problem for many of the students who want to pursue a degree in a major outside of liberal arts because the requirements to transfer into another major are extremely high. This controversial subject brings along with it much heated debate on whether the top ten percent rule helps bring an increase of minorities into our Texas Universities. National leading newspapers such as USA today have written, ?The top ten percent rule has had successful results because it promotes racial diversity, and it still rewards hard work and merit.?(Evans, 2) The actual statistics of the amount of minorities accepted in the top ten percent contradicts this statement. ?In 1999, blacks accounted for 4 percent of the undergraduate population, the same as in 1996. Hispanics accounted for 14 percent of the undergraduate students today in 1999, also the same as in 1996.?(Nissimov, 20a) One of the goals of the top ten percent rule was to racially diversify our schools but the numbers still remains stagnant, unchanged in the value of minorities accepted for the past three years. House Bill 588 passed in 1997 was indented to promote diligence, hard work and to eliminate discrimination. This bill was created to promote equality and to allow everyone with the same opportunities but instead it does more damage than does good. The top ten percent rule has made students, parents, and schools to do things that they normally would not do such as escalating 15 percent of the senior class into the top ten percent. Students who are truly deserving of being admitted into a good school never get the chance because this rule single handedly counts them out. The top ten percent rule automatically accepts the top ten percent of the graduating senior each year but in retrospect, it rejects 90 percent of hopeful college freshmen. BibliographyEvans, Margo. Personal essay. 15 July. 2000. Golden, Daniel. Some High School Fringle To Cram Kids Into Top 10%. 15, May 2000(http://www.asqdelaware.org). Levin, Marc. Dumbing Down of Education Plaguing Texas and Nation. HoustonReview 5 June 1999 (http://www.houstonrewiew.com/articles/36.html). Nissimov, Ron. Students run into top 10 percent law. Houston Chronicle 4, June. 2000:1a, 20aGovernmental Issues