Developing a Sense of Place in Geography Education

Developing a Sense of Place in Geography Education Developing a sense of place through Key Stage 1 2 Geography Teaching Introduction This paper looks at a particular aspect of teaching and learning geography that is particularly significant: developing a sense of place, as defined under the programme of study Knowledge and Understanding of Places of Key Stage 1 2 of the Primary School National Curriculum. The idea of developing ‘sense of place’ is first discussed in detail and then children’s learning is considered, in terms of what children will actually learn from undertaking this activity, and why this is a valuable part of the curriculum. In terms of what children will actually learn, the paper will consider such things as developing a ‘sense of place’ using an enquiring approach, enhancing children’s perceptions of their locality and their concept of nested hierarchies, developing a vocabulary for geography, enhancing their observation skills and recording skills, during fieldwork, for example. Under the National Curriculum for the UK – Geography, the stated aims and purposes of teaching geography are to stimulate children’s interest in their surroundings and in the variety of human and physical conditions on Earth, to foster a sense of wonder at the beauty of the world, to help children develop a sense of concern about the protection of the Earth’s natural resources and to enhance children’s sense of responsibility for the care of the Earth and it’s peoples (The Standards Site, 2007). The aim of key stage 1 is to develop knowledge, skills and understanding relating to the children’s own immediate environment, in terms of the physical environment and the people who live there, with the focus on developing thinking in a geographical way i.e., utilising questions such as ‘What/where is it?’ (aimed at developing observational skills), ‘What is it like?’ (aimed at developing reporting skills), and ‘How di d it get like this?’ (aimed at developing analytical skills) (The Standards Site, 2007). Key stage 2 geography teaching aims to further develop knowledge of place and peoples, but further afield from the immediate locality, so that children begin to learn about different scales and how they relate to each other and to other places on Earth (The Standards Site, 2007). In terms of the current paper, implicit within these stated aims of Key Stage 1 2 geography teaching, is the development of a child’s perception of ‘a sense of place’, in terms of children being able to firstly recognise where they are, then to be able to describe the features of their immediate environment, and to undertake investigations which would allow them to further explore and understand their immediate environment (The Standards Site, 2007). With these aims in mind, in terms of developing a ‘sense of place’, one of the first recommended units within Key Stage 1 curriculum is entitled ‘Around our school – the local area’ which uses investigative methods to encourage children to look at their immediate, i.e., local, area. The investigative methods include funding out where other children in their class live, in comparison to where they themselves live, for example, locating the school in comparison to other local landmarks they know about, identifying what else can be seen in the streets immediately surrounding the school (for example, traffic lights, car parks etc), describing what the immediate environment is like, investigating what jobs people do in the local area, for example by asking other children what jobs their parents undertake, looking at how people spend their leisure time, for example by asking if other children’s parents have hobbies, or what the other children do in the evenings and at weekends, looking at the local area to see if any building work is taking place, and then discussing how this might change the local area, for better or for worse (The Standards Site, 2007). All of these points can be amplified upon by the teacher, and can be discussed in much greater detail with the individual children, and between groups of children, so that the children really begin to develop some sense of their own ‘sense of place’, in terms of understanding and analysing their own local environments (i.e., their school, their home, their routes between school and home etc.). As can be seen, therefore, the National Curriculum gives a very clear set of guidelines as to how geography should be taught to Key Stage 1 2 aged children, with these guidelines broken down in to easy to manage modules, with each module incorporating new skills (such as investigative skills, reporting skills or analytical skills), beginning with investigations and discussions of the children’s local environment and with each subsequent module designed to take the children a little further afield than their local environment. This, it is aimed, will clearly develop a child’s ‘sense of place’ in terms of first orientating them with regards to their local environment, and then, slowly, introducing them to environments that are further afield, for example, through a progression of scales, of nested hierarchies, i.e., studies of, first, the local town, and then subsequently of the local city, the county, the country, Europe, the world and it’s people. I t is aimed that through this sequential and progressive approach to teaching about geography, aside from the skills that the children will acquire, the children will also, as we have seen, develop a strong ‘sense of place’. We have seen that the National Curriculum provides quite explicit guidelines as to how to teach geography to primary school children, but what, on the ground, as it were, can teachers do to ensure that the lessons that need to be taught to children are taught in the best way possible, and are taught in an entertaining and effective manner? To this end, there are all sorts of study aids that teachers can use to teach geography to primary school children. Some of these teacher aids will be discussed in the following sections. One set of teacher aids, designed specifically for teaching Key Stage 1 2 geography curriculum to primary school children is the Super Schemes series, developed by the Geographical Association, in particular Unit 1, which is entitled Around our School: The Seagulls Busy Day and Unit 2, which is entitled Making Our Area Safer: The Twins Holiday. These books use an almost story book-like approach to teach children about geography through the eyes of characters that the children can relate to. It is intended that the children read of the characters, and what they do within the books, and that, through this, the children learn about the aims of the geography curriculum. The explicit aim of this series of books is to enhance and improve the vocabulary of children, in terms of the vocabulary that is necessary for an understanding of geography, to enable their own understanding of a ‘sense of place’. The Around our School: The Seagulls Busy Day title, for example, aims to help children realise that maps can be useful in the location, recording and visualizing of information. The Making Our Area Safer: The Twins Holiday title has similar aims, but also aims to encourage understanding of issues of sustainability of community, through looking at safety issues within the community, in particular the issue of how young children deal with traffic and how young children (i.e., the twins in the story) can manage to overcome the problems that traffic poses to them. These two books in the Super Schemes series are interesting in that they present a particular, traditional, way of teaching a particular idea to children, using a different ‘take’ on a tried and tested formula, which many teachers may find useful, and easy to implement. For teachers, however, who prefer a more ‘hands-on’ approach in their attempt to develop a child’s ‘sense of place’, there are other, more ‘hands-on’ teacher aids that can be incorporated in to Key Stage 1 2 geography teaching, for example, the Earthwalks kit, designed by Hekkle and Van Matre (1980), which is designed to educate users about nature, by making the users ‘get in touch’ with nature, through reawakening the senses of the user, and sharpening their perceptions of their sense of place, for example, and of the beauty of their immediate environment. The idea of the Earthwalks kit is to provide activities, based around hour-long walks, including relevant activities, which can be used to heighten the users perception of their environment. The activities are written in a child-friendly manner, and the kit is presented in a card/binder format, so that, for example, children can add in their own paper to make notes, or to draw something they have seen along the walk that they found particularly interesting. The approach presented in the Earthwalks kit is entirely ‘hands-on’ and attempts to encourage the development of a sense of wonder about the child’s environment, in terms of encouraging heightened observations and, as such, to encourage heightened appreciation of their environment, developing, very practically, a heightened ‘sense of place’ in the users. The idea of developing ‘sense of place’ is therefore crucial in teaching geography to primary school children, in terms of encouraging a connection with their environment, encouraging responsibility to the local environment, and laying a foundation on which children can build, in terms of taking this understanding, appreciation and responsibility for their local environment further, when children begin to learn about areas that are further afield, or other cultures, for example. A child that has a well developed ‘sense of place’ from an early age will be much more tolerant, responsible, appreciative and responsive to the ‘other’ than a child that has not developed a coherent ‘sense of place’ from an early age. As we have seen, children’s learning about geography at Key Stages 1 2 is very well structured, and the aims of these Key Stages are very well defined, in terms of leading children gently through the progression of understanding their local environment, and from this later understanding environments that are further afield, or other cultures, for example. In terms of what children will actually learn from undertaking the activities suggested throughout the Key Stages 1 2 Geography Curriculum, as we have seen, it is aimed that children will first learn about, and learn to understand their local environment, and then, through Key Stage 2 that they will begin to take these learning tools and move on to learning about environments that are further afield, and about other peoples and cultures. This is a valuable part of the curriculum, obviously, as children need to, as we have seen, first develop a strong understanding of their immediate environment, through developing a ‘ sense of place’ and then, from this, take this appreciation, understanding and responsibility to environments that are further afield. This approach to learning about their surroundings encourages thinking in a responsible and sustainable manner, such that children are encouraged to appreciate, and thus to care for, their surroundings, whether these be their immediate surroundings, or whether they be further afield. In terms of what children will actually learn, as we have seen, the aim of Key Stages 1 2 Geography teaching is, essentially, to develop a ‘sense of place’ using an enquiring approach, enhancing children’s perceptions of their locality and their concept of nested hierarchies, developing a vocabulary for geography, enhancing their observation skills and recording skills, during fieldwork, for example. As we have seen, the various teaching aids that are available can help in these aims, especially if the two types of teaching aids, ‘traditional’ versus ‘hands-on’ are used in conjunction with each other in the classroom, in order to encourage children’s learning and acquisition of knowledge. In conclusion, I feel that developing a child’s ‘sense of place’ is an implicit aim of the Key Stages 1 2 Geography Curriculum, and that, as such, encouraging a child to develop a strong ‘sense of place’ is a fundamental part of teaching geography to children at this stage of their development. As we have seen, at the beginning of this paper, teachers have been given a very strong conceptual framework for developing their geography teaching, in the form of the National Curriculum specifications, which provides them a basis on which to teach children about geography. Within this, however, as we have seen, teachers are free to decide how they teach their pupils about geography. We have looked at two ‘types’ of teaching aids, one traditional, using the characters in books to develop children’s vocabulary and sense of responsibility, the other more ‘hands-on’ using walks to encourage a sense of wonder about ‘placeâ €™ and to encourage an appreciation of the natural beauty of ‘places’. It is, of course, the decision of the individual teacher as to which type of study aids are chosen in order for the teacher to encourage thinking about ‘sense of place’ within their pupils. In some sense, the way in which geography is taught is not important: what is important is that this ‘sense of place’, this appreciation of a child’s environment is fostered, so that children act responsibly towards their immediate environment, and further afield, in terms of caring for the natural environment as a whole. If this ‘sense of place’ is fostered in the classroom environment by the teacher, the teacher can be said to have done their job, and done their job well. Sources Bridge C., 2005. Super Schemes Unit 1, Around our School: The Seagulls busy day, Sheffield, Geographical Association. Bridge C., 2005. Super Schemes Unit 2, Making our area safer: The twins holiday, Sheffield, Geographical Association. Hekkle, K. Van Matre, S., 1980. Earthwalks, Greenville, USA, IEEMills, D. (1992) Scoffham, S., 2004. Primary Geography Handbook. Sheffield, Geographical Association. The National Curriculum of the UK – Geography The Standards Site (2007). Geography at key stages 1 and 2: teaching geography at key stages 1 and 2. Available from http://www.standards.dfes.gov.uk/schemes2/geography/teaching?view=get. Accessed on 17th April 2007. The following websites were also useful: http://www.standards.dfes.gov.uk/schemes2/geography/?view=get www.nc.uk.net/webdav/harmonise?Page/@id=6004Subject/@id=3449

Final Exam Study Guide Fall Semester 2012 Essay

Why is it said that the U.S. has a dual court system? There is a federal judicial system and 50 state court systems. What is the meaning of the concept of jurisdiction? A court has the right to hear a particular type of case. What is the meaning of the doctrine of â€Å"presumption of validity?† Courts must assume that, unless the burden of the evidence is clearly to the contrary, legislatures would not enact or executives sign into law measures which violate the constitution. What is the meaning of the term â€Å"stare decisis?†? Legal term meaning let the decision stand. Establishes precedents stand unless overruled. Judges may overrule if they have compelling reasons to establish new precedents. What is the difference between a misdemeanor and a felony? An anti-social conduct that is relatively minor is called a misdemeanor. A felony is a disorderly conduct that is more severe. What happens in the event of a conflict between a state law and a Federal law or a state law and a U.S. treaty? Federal law overrides state law any day. What is meant by â€Å"judicial activism?† Interpretation of the constitution holding that the spirit of the times and the needs of the nation can legitimately influence judicial decision. â€Å"Judicial self-restraint?† a self-imposed limitation on judicial decision making How are Federal judges chosen? Federal judges are nominated by the president and voted on by the senate. What is the term of a Federal judge? Term ends when justice dies. Why has the U.S. Senate Judiciary Committee come under fire for the manner in which it â€Å"screens† appointees to the U.S. Supreme Court? Justices are declined if they politically go against the senate. Why did the committee reject Judge Robert Bork as a Supreme Court justice? He did not politically agree with the democratic run senate. What does it mean that Senators Joe Biden, Ted Kennedy and Howard Metzenbaum â€Å"borked† a Supreme Court nominee? They voted against a justice because of their political party. What was the nature of the political uproar over the nomination of Clarence Thomas to be a Supreme Court justice? He was accused of sexual assault. Who is Anita Hill? A law professor who accused Clarence Thomas of sexual assault. What are the provisions of Article III of the U.S. Constitution regarding the Federal judiciary? It establishes the judicial branch of the federal government. It establishes jurisdiction between the courts based on subject matter or the nature of the parties. It declares that the power of judicial power of the United States shall be vested in one supreme court. There is no specific provision anywhere in article III giving Federal courts the power of judicial review. What was the importance of Marbury v. Madison? The case that established judicial review. What is judicial review? Review by the Supreme Court of the constitutional validity of a legislative act. What, if anything, can be done to overturn a U.S. Supreme Court decision? Nothing can be done unless it involves amending the constitution, or if the court rules on something that contradicts a previous ruling. Who controls the Supreme Court’s docket? The supreme court itself does. What is the â€Å"rule of four?† The supreme court only hears cases if it grants a writ of certiorari. Where consent of four justices are given. What is a writ of certiorari? A common law writ issued by a superior court to one of inferior jurisdiction demanding the record of a particular case. What is the primary role of the U.S. Court of Appeals? To hear and dispose of the vast majority of cases appealed from the district courts. What are U.S. District Courts? General trial courts of the united states federal court system that hears both civil and criminal cases. When would a Federal District Court have jurisdiction in a case? If a case involved crimes against the united states, suits under national laws involving use of the mails, patent, copyright, trademark and other such technical matters and civil rights laws. What is the difference between a â€Å"petit† and a â€Å"grand† jury? Petit juries have 12 members who decide, based on evidence, if the defendant is guilty or not guilty. Grand juries indict people. Its functions is to decide if the government has a case or not. How are they chosen? Through a jury pool from those serving jury duty. What are their respective functions? To decide if the government has a case, and to decide if the defendant is guilty or not guilty. Also if a person has won or lost a lawsuit. How do cases reach the U.S. Supreme Court? Through appellate and original jurisdiction. Mostly from appeals though sent from the court of appeals. Under what limited circumstances may the U.S. Supreme Court exercise original jurisdiction? When it accepts a suit if it feels a compelling reason to do so. Who determines the appellate jurisdiction of the U.S. Supreme Court? What are some of the political and ideological considerations involved in U.S. Supreme Court appointments? Generally their party affiliation and how they interpret the constitution. Does race, gender, religion, ethnicity matter in a President’s nomination of a Supreme Court justice? Yes. Who are the present nine justices of the U.S. Supreme Court? What are their backgrounds? John G. Roberts Jr., Antonin Scalia, Anthony M. Kennedy, Clearance Thomas, Ruth Bader Ginsburg, Steven G. Breyer, Samuel Anthony Alito Jr., Sonia Sotomayor, and Elena Kagan. RELIGION Why did the authors of the Bill of Rights put religious freedom first in the First Amendment? It is more of an article of peace. It was mainly to remove religion from politics. What are the â€Å"wall of separation† and â€Å"accommodationist† positions on the Establishment Clause? Wall of separation believes that church and state should be entirely separated. No affiliation between the two. Accommodationists believe that no religion should be favored, but all should be accommodated. Why have Americans had fewer problems with the â€Å"Free Exercise† Clause than with the â€Å"Establishment† Clause? Free Exercise clauses are only in effect if the religions practices don’t get in the way of any laws. Establishment clauses include clauses that excuse kids from school to go to church, this was very controversial because atheist children were left out. Much more controversy in establishment clauses. What are some of the issues raised by groups like the Amish (Wisconsin v. Yoder), Jehovah’s Witnesses and other religious minorities regarding interpretation of the â€Å"Free Exercise† Clause? These allowed laws to be bent for people of certain religions. Wisconsin v. Yoder allows Amish children to be excused from school at 8th grade vs. the age 16. Jehovah’s Witnesses are allowed to be exempt from the draft due to their pacifism. Why did the U.S. Supreme Court rule against prayer in the public schools in the New York Regents prayer case (Engel v. Vitale, 1962)? It was said that New York could not write prayers. It is unconstitutional to do so. What was the nature of Madalyn Murray’s objections to the Maryland school prayer/Bible readings law? Her son was left out. Also she was athiest and she viewed the bible as merely a storybook. Why did the Schempp family object to the Pennsylvania law? They felt it was in direct violation of the establishment clause in the first amendment, also it theologically went against the Schempp’s Unitarian views. What did the Supreme Court rule in the companion Murray-Schempp decision of 1963? It ruled 8-1 striking down both the Pennsylvania and Maryland laws requiring prayer. Under what circumstances may students have prayer at their high school graduation ceremonies? As long as it’s student-led and is non-sectarian. May students form prayer and Bible study groups and use public school facilities for their meetings? Yes. What was the Equal Access Act of 1984? It required public secondary schools to allow religious groups to meet on school property if other groups exist. Even if one group is allowed to use the facilities, the school becomes a limited open forum where all groups can use the facilities. What did the Court rule when it was challenged in the 1990 Mergens case? 8-1 upholding the law. May public college officials deny use of campus facilities to religious groups for Bible study and prayer meetings? No, it is discriminatory. One of the most controversial areas is that of â€Å"parochiaid,† or state aid of various types to parochial schools. What three-part test did the Supreme Court devise in Lemon v. Kurtzman? It was called the Lemon Test where there must be a secular purpose rather than a religious purpose, the law cannot advance or inhibit religion, and government cannot be entangled in it. What was the fate of the law, challenged in Lemon, authorizing partial payment (secular subjects only) of teachers’ salaries in parochial schools? It was stricken down. May state and local school districts finance bus rides for children attending non-public schools (Everson v. Board of Education of Ewing Township, NJ, 1947)? Yes. What is the â€Å"child benefit theory?† The law aids the school child rather than a particular religious group. What did the Court rule in June, 2002, in the landmark Cleveland, Ohio, School Voucher Reform Case, Zelman v. Simmons-Harris? It held that 5-4 that Cleveland program did not offend the establishment clause. Can public school students, on parental request, be released from class to attend religion classes, conducted on public school property, during the school day, where the program is supervised by public school administrators (McCullom v. Champaign, Ill., Board of Education)? No, it is not viewed to be abiding by separation of church and state laws. Can students, on parental request, be dismissed from classes to attend churches or synagogues, as part of a program of religious education in public schools (Zorach v. Clauson)? Yes. Under what circumstances are courts likely to uphold or declare unconstitutional nativity displays on public property at Christmas time? Whether or not other religious symbols are there to balance it, also secular symbols like Rudolph the Red-Nosed Reindeer. What did the Supreme Court rule in Donnelly v. Lynch? It upheld the nativity scene on the basis that both religious and secular symbols. County of Allegheny, Pa. v. ACLU? The court concluded that the nativity scene with the words â€Å"glory in the highest† was promoting Christian religion, but the menorah was okay. In the area of free exercise of religion, can children of Jehovah’s Witnesses be expelled from public schools for refusal to salute the American flag? Yes. Why do the Witnesses object to flag salutes or standing for the national anthem? They believe it violates one of the 10 commandments. What did our highest court rule in Minersville, Pa., School District v. Gobitis? 8-1 stating that one could not refuse to pledge allegiance to the flag. West Virginia State Board of Education v. Barnette? The court reversed itself, saying it was okay to excuse one’s self from saluting the flag or standing at the national anthem due to religious beliefs. How did the Supreme Court broaden the rights of conscientious objectors during the Vietnam War? It allowed any passifists who were against not only one war, but all wars to be exempt from the draft rather than just religious passifists. What did the Court rule in the Seeger, Welsh and Gillette cases? Seeger ruled that a belief in a traditional God or religion was unnecessary in order to be exempt. Welsh held that humanistic conviction was equivalent to religion. In Gillette held that one must be opposed to all wars in order to be exempt. What did the Court hold in the Mormon polygamy case (Reynolds v. U.S.)? They ruled against it. Polygamy is illegal in Utah. Why did the Roberts Court grant a religious exemption from some civil rights laws in Hossana-Tabor v. E.E.O.C. (2012)? The separation between church and state allows this. EXPRESSION (SPEECH AND PRESS) There are a number of theories about how the First Amendment’s free speech and press guarantees ought to be interpreted. What is the â€Å"absolutist view,† held by the American Civil Liberties Union (ACLU) and the late Justices Hugo Black and William O. Douglas? They rejected line-drawing, what the law says goes in a literal sense. â€Å"when it says no law, it means no law. The â€Å"two-tier theory,† associated with the late political philosopher Alexander Meiklejohn? The press may say anything about the government. The â€Å"line-drawing† position, held by most judges? Establishing a number of standards to guide them between permissible and impermissible forms of free expression. What is meant by the â€Å"preferred freedoms† concept? First amendment freedoms should be given potential treatment by the court because they are essential in a democratic society. What is â€Å"commercial speech?† Speech done on behalf of an individual or a co mpany in order to produce a profit. Why did John Stuart Mill oppose censorship in his classic work, On Liberty? John Stuart Mill believes that the majority should not always influence the minority because if the majority is wrong, then the truth goes unheard, but if the majority is right, then the minority doesn’t understand why they are wrong. What is the argument against the suppression of ideas that we find not only unpopular, but even hateful? All ideas must be allowed, even if those ideas are sexist, racist, or angering. If, as judges say, the line must be drawn somewhere and free expression is not an absolute value, then what guidelines have they used to draw that line? Anything can be said, even violent things, as long as there is no evidence of intention to commit lawless acts. The right to swing your arms ends right as my nose begins. What is the â€Å"clear and present danger doctrine† (Schenck v. U.S.)? Enacted during WWI which created the Espionage act, where nobody could say anything that interfered with allied war efforts like encouraging young men to dodge the draft, or any other armed forces recruiting. The â€Å"evil tendency test† (Gitlow v. New York )? The government does not protect the expression which created a tendency toward illegal actions. The â€Å"clear and probable danger test† (Dennis v. U.S.)? The law prohibited the advocacy to overthrow the U.S. government and the conspiracy as well. What did the Supreme Court rule in the Smith Act cases of the 1950s? it is illegal to violently overthrow a government. 70 communists were convicted after this was established. What was the significance of Yates v. U.S.? Mere theoretical advocacy to overthrow the U.S. government by force and violence was a judicially protected right. What is the difference between liberty and license? Liberty means freedom under law ( the right to do something as long as nobody is hurt.) License is an abuse of liberty( such as libelous publication or slanderous speech). What is meant by the doctrine of â€Å"no prior restraint† on publication? A doctrine that states that published material does not have to be pre-screened in order to be published and viewed by the public. What was the significance of Near v. Minnesota? The court ruled that the press gag law was unconstitutional due to the fact that it restricts freedom of the press. New York Times-Washington Post v. U.S.? These newspapers published pentagon papers that were a study of the U.S. decision making in the Vietnam War. It embarrassed the President and the government. This resulted in the lifting of the district court’s restraining order on the press due to the failure to prove that publication of the documents jeopardized national security. How and when can First Amendment values collide with those of the Sixth Amendment? The right of the defendant in a criminal case to a fair trial by an impartial jury of his or her peers. Sometimes, judges have concluded, the press has cond ucted trial by newspaper. What are restrictive orders, called â€Å"gag orders† by the media? The court’s force of the media to withhold certain information from being published for varying circumstances that may hinder a current court case or could cause damage to someone’s (possibly the government’s) reputation What steps can trial judges take to protect the rights of the accused? Through â€Å"right to reply laws†, closing court rooms to the media, and implementing gag orders on certain subjects. Do reporters enjoy a â€Å"privileged† relationship with their sources? The supreme court says no, but there are shield laws that allows reporters to withhold certain information. What is the meaning of the phrase â€Å"burning the source?† Giving up the identity of a journalist’s source so that person can be questioned in court. Can reporters be held in contempt of court and jailed for refusal to turn over notes, tapes, or to offer testimony when so ordered (Branzburg v. Hayes)? Yes What, in theory, is the problem with â€Å"shield laws?† Some believe that it is a mistake to let the government grant immunity, this implies that the state can also withdrawal it. Can judges close their courtrooms to the press and public during preliminary proceedings (Gannett v. DePasquale)? Yes. Can judges close down a trial itself, excluding media and public (Richmond Newspapers v. Virginia)? No, the right to attend criminal trials is implicit in the grantee of the first amendment. Do television cameras in the courtroom prevent the defendant from receiving a fair trial? Sometimes, in the pre-trial stage, the jury is permeated with information about the case that will not allow a fair trial. What did the Supreme Court rule in Estes v. Texas and Chandler v. Florida? The overturning of the swindling conviction of petitioner Billy Sol Estes, holding that his 14th Amendment due process rights were violated by the publicity associated with the pretrial hearing. For Chandler v. Florida Canon cameras and electronic media are permitted in the judicial proceedings subject to the control of the presiding judge. When are TV cameras permitted in the courtroom today? Always, but it can be taken away by the presiding judge’s accord. What is the situation with respect to Federal courts? Cameras are not allowed in federal courts. Do political candidates have the â€Å"right to reply† to editorial attacks by the media? Yes. What happened to the Florida law giving them such a right when it was challenged in Miami Herald v. Tornillo? It was immediately stricken down because a newspaper involves a â€Å"crucial process† of editorial judgment that may not be regulated by the state. What is meant by â€Å"symbolic free expression?† Expressing ideas by silent, non-verbal communication. What did the Supreme Court rule in the draft-card burning case (O’Brien v. U.S.)? It was criminally illegal. Tinker v. Des Moines? Wearing black arm-bands in protest of Vietnam could not be outlawed because this form of expression is silent and caused little disruption. Do Americans have the right to burn the flag? Currently, Yes. What did the Supreme Court rule in Texas v. Johnson? It is legal free speech to desecrate a flag. U.S. v. Eichman? Flag desecration is a form of constitutional free speech. What was the fate of the Flag Protection Amendment? It fell 1 vote short with 66 for and 34 against. Only 3 republicans opposed it. How did Senators Barack Obama and Hillary Clinton vote on the measure? They both opposed the amendment. What are â€Å"fighting words?† Inflammatory speech inviting violence, which are not protected by the 1st and 14th amendments. Calling a policeman a fascist is an example. What is â€Å"hate speech?† Speech that arouses anger, alarm, and resentment toward others on the basis of race, gender, creed, color, and religion. What did the Court decide in R.A.V. v. City of St. Paul (1992) and Virginia v. Black (2003)? Supreme court ruled that the city statute against cross burning is unconstitutional, it interferes with free speech rights. For Virginia v. Black, the court ruled that making a law against cross burning is not unconstitutional, but cross burning cannot be considered prima facie evidence of intent to discriminate. What did the Supreme Court rule in Snyder v. Phelps in 2011? Speech on the sidewalk about a public issue cannot be liable for a tort of emotional distress, even if the speech is outrageous. Court ruled 8-1 about it. Should free speech include the right to carry signs reading â€Å"God Hates Fags,† â€Å"Thank God for Dead Soldiers,† â€Å"Thank God for 9-11?† No. Have some universities, such as the University of Michigan and University of Wisconsin, gone too far in banning offensive speech (ethnic and racial slurs), according to the Federal courts? Yes, they are in violation of the first amendment. What is libel? Libel is false printed or broadcast statements that intend to damage someone’s reputation. Slander? False statements made by someone looking to damage someone else’s reputation. What are the main elements which must be established to have â€Å"actionable libel?† defamation, identification, publication, and fault. What are the main defenses used by media in libel cases? That freedom of the press is paramount in a democratic society. What was the significance of New York Times v. Sullivan? It set a standard that one cannot sue a newspaper for libel unless one can address that he/she was the defamed party. What is â€Å"actual malice?† libelous remarks with knowledge that the remarks were false, or that there was lack of disregard on whether or not the remark was true. What is â€Å"hot news† (AP.v.Walker)? news that is current and controversial, but not always journalistically accurate. What is the â€Å"prudent publisher rule† (Butts v. Curtis Publishing Co.)? Publishers must follow the professional standards of journalism. This included verification of facts, particularly when the deadline is less than monumental. What part of the Bill of Rights guarantees American citizens â€Å"Freedom of Assembly?† First amendment.m Freedom of Association? First amendment. Can cities require permits for parades, sound trucks and demonstrations? Yes Under what circumstances? To ensure peace and tranquility. Why did the ACLU argue on behalf of the Nazis in the Skokie, Illinois, case? They believed the Nazi’s potential to incite violence among the Jewish community did not warrant oppression of the right to assemble. Why was the Roberts Court’s 2010 decision striking down part of the McCain-Feingold (Citizens United v. Federal Election Commission) so controversial? It allowed corporations to fund ads and movies for and against presidential candidates. How did President Obama react to the decision? He was very mad. He said foreign businesses are going to be funding these commercials now. What impact has this decision had on American elections? It has allowed much more money to be spent on elections. Rich corporations could potentially control an election. What was the impact of the courts striking down the Arizona Citizens Clean Elections Act? It left a lot of people angry. Stating that it was meant to level the playing field, not restrict Free Speech. Those who opposed the law said in a democracy, campaigning is not supposed to be a game.

Who Has Spent Time With Friends - 853 Words

Friends come in all shapes, sizes, and personalities. Everyone has a variety of different friends in life. A unusual sense of humor, great advice, and honesty are all things that come to mind when you think about a friend. Friends are important to have because they are a backbone when things get tough in life and are always there to love and support. However, anyone who has spent time with friends will notice that each one has a special personality with respect to their honesty, loyalty, and care. Basically, friend types can be fallen into three groups; acquaintances, activity friends, and best friends. Friends come in all shapes, sizes, and personalities. Everyone has a variety of different friends in life. Becoming aware of some of the different types of friends will allow you to understand them, and in the end it can strengthen your relationships with each other. In smaller schools a lot of these following types of friends will overlap, and that is perfectly fine. Having friends in multiple groups can lead to better friendships all throughout your life. The first type of friend is an acquaintance. A acquaintance is someone you know, but you only have a minor level of relationship with. You probably do not have any intimacy with them aside from sharing some very shallow sorts of facts about your life. That is, you only know their name. Sometimes you might not even remember them if you go away for vacation. Usually you meet these people in school, at work, or on theShow MoreRelatedEssay on Relationships1167 Words   |  5 Pagestheir mother, pastor, friend, and boss, but those relationships are all different. There are many different elements to analyze when discussing a relationship. 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A Black Lives Matter Memorial - Free Essay Example

Sample details Pages: 3 Words: 976 Downloads: 1 Date added: 2019/04/04 Category Society Essay Level High school Tags: Black Lives Matter Essay Did you like this example? When people think of terrorism they usually think of the use of violence, or a state of fear and submission produced by terrorization. In the memoir When They Call You a Terrorist, the author Patrisse Khan-Cullors, defines terrorism as a form of racism. Patrisse naturally describes racism this way because of how it has affected her and her family. Don’t waste time! Our writers will create an original "A Black Lives Matter Memorial" essay for you Create order From a young age, she, her brothers, and her loved ones were singled out by law enforcement officers for nothing more than the color of their skin. This was when Patrisse began to define racism. It was only when her brother, Monte, was brutalized and accused of being a terrorist, that she began to realize that his accusers were the real terrorists. Her concept of racism had evolved from being a constant fear in her life to becoming a threat to the liberty and the freedom of black people. Patrice understands that discrimination is the motive behind both racism and terrorism, which is why they are the same to her. Throughout her memoir Patrisse Khan-Cullors defines terrorism through her recollection of events such as when she and her brothers Paul and Monte were young children. They all lived in neighborhood of Van Nuys. Van Nuys had no parks, no playgrounds, and no community centers. She remembers the police in their cars patrolling the neighborhood all a day, every day. The next best place to hang out was the alleyway near their apartment building. The police blocked the alleyway and Patrisse is watching them from behind a wrought iron gate. The police officers throw the boys up against the wall, make them pull up their shirts, turn their pockets inside out, and frisk them in a rough manner. She does not scream or even cries, she watches intently, frozen with fear. This is her first encounter with what she believes is terrorism. For Patrisse and her family a new terror sets in when her brother Monte, at the age of nineteen, is arrested and faces a charge of attempted robbery. For two long months at the Twin Towers Detention Center, their mother repeatedly calls and desperately tries to contact her son. After multiple attempts and visitations to the facility, she is finally allowed to see her son, only to find him in an alarming physical state. She describes him as being emaciated, beaten, and bruised. They deprived him of water and drugged him to the point he could not speak a full understandable sentence. Their mother was informed that her son was diagnosed with having schizoaffective disorder by the jails psychiatrist. This would explain why Monte would have manic disorder episodes but does not explain why they treated him so inhumanely. Throughout the familys times of adversities her mother, Cherice, set an example for her children to stay resilient during turmoil and terrorism. In the years following Patrisse is living with her husband Mark Anthony in the community of St. Elmos Village mid-city Los Angeles, California. In this community the residents felt safe enough not to lock their doors. One late morning upon Patrisse arriving back from spending time with friends she encountered the police raiding her home. The police gained access through the back door, yanked her husband out of bed and arrested him. The police explained that he fits the description of a person of interest who was related to several robberies in the area. Close your eyes and come close. Try to imagine with me: You are a graduate student whose work is in Chinese medicine. Your dream is to be a healer. And maybe while you are sleeping in your wifes bed, where artist live and children come for free painting classes, maybe you are dreaming that you are saving a life, and in the midst of that dreaming, you are yanked out of bed by armed men dressed in riot gear, who possess no warrant, wh o have snuck into your bedroom through an unlocked back door. Their only reasoning is that you fit the description (Khan-Cullors 195). Patrisse describes not being afraid, but feeling angry when she sees her husband, the healer, in hand cuffs and demands a better explanation as to why they are accusing him based on his profile. The police eventually backed down as neighbors start taking a stand with Patrisse and Mark Anthony, and finally they remove the hand cuffs. The following textural evidence conveys that racial bias is still an ominous issue in todays world. Police in the California city, where only 6% of the population is black, worked with federal authorities to arrest 37 people, all of whom were black, for selling small amounts of drugs, the American Civil Liberties Union of Northern California said in a complaint announced on Thursday, October 4, 2018. During the operations, one undercover officer was caught on camera declining to buy drugs from an Asian woman and waiting to buy from a black woman, who was later prosecuted. The suit focused on San Francisco police collaborations with the US Drug Enforceme nt Administration and federal prosecutors in 2013 and 2014, but the ACLU has alleged that the discriminatory policing and harassment of black people in the city has continued. Weve seen time and time again how racial bias has infected the San Francisco police departments ability to administer equal enforcement of the law, Novella Coleman, an ACLU staff attorney, said in an interview (Levin). Those who have not had the same experiences as Patrisse may argue that comparing racism with terrorism is too much of a stretch. However, it is because of these encounters that Patrisse has had with racism, that she makes this connection. She has witnessed the unjustified brutality, prejudices, and horrific acts that have been placed upon her race. These are the same conditions one would see in a setting filled with terrorist activity. Patrisse has taken her lifes experiences and has become a courageous visionary.