National Teacher Education Journal • Volume 7, Number 4 Fall 2014 27
The role of school personnel in educating children has
evolved in the face of civil litigation, which has been
very declarative about the individual rights afforded
to children attending public schools (DeMitchell,
2002; Zirkel & Richardson, 1989). Certified school
personnel acting in loco parentis have been authorized
to exert reasonable control over students concerning
academic expectations and conduct in public schools.
Nevertheless, students enjoy many of the same
constitutional rights as the adults who supervise them.
For that reason, their rights must be acknowledged and
valued by school personnel (Frels, 2000). Accordingly,
public school personnel are tasked with providing safe
and orderly school environments in which children can
learn, without interfering with the personal liberties of
their student populations (Donaldson, 1986; Eberwein,
2008; Reglin, 1992; Taylor, 2010).
The day-to-day operations of schools are becoming
progressively influenced by legal decisions which
have an overall effect on education and the legal rights
afforded to all school stakeholders (Davis & Williams,
1992; Reglin, 1992). Several researchers have noted
that school personnel must remain educated about the
substance and depth of student rights issues in order
to apply them to the day-to-day school operations
(Alexander & Alexander, 2009; Dunklee & Shoop,
1986; Zirkel & Richardson, 1989). There is a need for
all educators to be knowledgeable of laws surrounding
public schools and the impact they have on school
functions (Reglin). Sparkman (1990) emphasized that
the legal landscape for school principals has changed
considerably, and a year does not go by without the
initiation of a legitimate federal challenges with huge
implications for the day-to-day operations of public
schools.
CREATURES OF THE LAW
Public education institutions are considered creatures
of the law, and school principals’ decisions have
legal ramifications that shape the quality of students’
educational experiences within these entities (Blokhuis,
2008; Bolmeier & Hopkins, 1956). The validity of
decisions made by school personnel is dependent
upon compliance with federal and state laws, and the
interpretation of these statutes by state and federal
courts (Bolmeier & Hopkins; Cambron-McCabe et al.,
2009). Notably, the recent trends in constitutional law
that uphold the interests of the students in public schools
are defined by the in loco parentis doctrine, beginning
with the First Amendment through the Fourteenth
Amendment, which protect the students’ freedoms of
expression, religion, speech, and press.
Overview of School Law:
Case Law that Every Administrator
Should Know
Tanjula Petty
Abstract: Principals are faced with legal challenges due to their lack of knowledge or inappropriate applications of
the law. There i.
Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONA...William Kritsonis
Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, 30(3) 2013.
Dr. David E. Herrington, Invited Guest Editor, NFEAS JOURNAL, 30(3) 2013
Dr. William Allan Kritsonis, Editor-in-Chief (Since 1982)
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
ENHANCING REGULATIONS OF HOME SCHOOL PROGRAMS1Enhancing.docxYASHU40
ENHANCING REGULATIONS OF HOME SCHOOL PROGRAMS 1
Enhancing Regulations of Home School Programs
Machly Destin
ENG 215 Research And Writing
Dr. Saraswathi Lakshmanan
May 11, 2015
ENHANCING REGULATIONS OF HOME SCHOOL PROGRAMS
Enhancing Regulations of Home School Programs
The contemporary society has been characterized by a growing acceptance and preference for home schooling, which has led to the diversification of the view towards home schooling as a means of ensuring more effective educational programs. Although tutors and parents have been carrying out teaching practices for a long time in the past, more enhanced home schooling has been adopted as a countercultural and radical change from the usual public education system. In the process of adopting home schooling as an alternative to the formal education system, advocacy groups have called for the enactment of legislations that establish national uniform guidelines that will make the education system legitimate. Such regulations have been adopted in a wide range of states with the aim of controlling home schooling and making it more effective to a level that is justified as compared to the formal educational system. However, different stakeholders in the education sector have been advocating increased regulations on the home schooling programs, especially in the name of enhanced accountability. Given the rising popularity of home schooling and the ineffectiveness of the system as a result of reduced regulation, it would be important to change the regulations for homeschools in an attempt to make home schooling programs as more effective and viable as the formalized, as well as public educational programs.
Carrying out the teaching practice in homes was a program that was adopted in the late 1960s and 1970s when a political movement emerged and adopted the program as a radical critique of the cultural public education system (Imber & Geel, 2010). Advocates of home schools had the notion that public schools were supported the conservative conformity that all children were supposed to attend school. By the early 1990s, advocates of home schooling had their way, and most states had adopted laws that supported the practice. The subsequent periods have been followed by advocacy groups of home schooling have continued pushing for the adoption of both state and federal laws that dictate uniformity between home schools and public schools (Angelis, 2008). However, different states have adopted home schooling programs in different measures and thus, the operation of home schools falls under state laws, where such laws vary widely across different states. As a result, there are different shortcomings in home schooling regulations including the probability of the absence of restrictions on home scholars, low-quality education, as well as inadequate academic benefits to the participants in comparison with the formal educational programs.
The probability of absence of restrictions on home schoo ...
Dr. Rosa Maria Abrero and Dr. Kimberly S. Barker, Published National Refereed...William Kritsonis
Dr. Rosa Maria Abrero and Dr. Kimberly S. Barker, Published National Refereed Article in NATIONAL FORUM JOURNALS
NATIONAL FORUM JOURNALS
Founded 1982
NATIONAL FORUM JOURNALS are a group of national refereed, juried, peer-reviewed, blind-reviewed professional periodicals. Any article published shall earned five affirmative votes from members of our National Board of Invited Distinguished Jurors and must be recommended for national publication by members of the National Policy Board representing all National FORUM Journals. Journal issues are distributed both nationally and world-wide.
Our website features national refereed articles that are published daily within our National FORUM Journals Online Journal Division. Over 1,000 articles are available to scholars and practitioners world-wide. Over 250,000 guests visit our website yearly. About 56,000 articles are downloaded for academic purposes at no charge. We have about an 88% rejection rate. See: www.nationalforum.com
Founded in 1982, National FORUM Journals has published the scholarly contributions of over 5,200 professors with over 2,000 articles indexed. Our journals are indexed with many global agencies including Cabell’s Directories, ERIC, EBSCO, SWETS International, Library of Congress National Serials Data Program, and the Copyright Clearance Center, Danvers, Massachusetts.
Global Website: www.nationalforum.com
Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONA...William Kritsonis
Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, 30(3) 2013.
Dr. David E. Herrington, Invited Guest Editor, NFEAS JOURNAL, 30(3) 2013
Dr. William Allan Kritsonis, Editor-in-Chief (Since 1982)
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
ENHANCING REGULATIONS OF HOME SCHOOL PROGRAMS1Enhancing.docxYASHU40
ENHANCING REGULATIONS OF HOME SCHOOL PROGRAMS 1
Enhancing Regulations of Home School Programs
Machly Destin
ENG 215 Research And Writing
Dr. Saraswathi Lakshmanan
May 11, 2015
ENHANCING REGULATIONS OF HOME SCHOOL PROGRAMS
Enhancing Regulations of Home School Programs
The contemporary society has been characterized by a growing acceptance and preference for home schooling, which has led to the diversification of the view towards home schooling as a means of ensuring more effective educational programs. Although tutors and parents have been carrying out teaching practices for a long time in the past, more enhanced home schooling has been adopted as a countercultural and radical change from the usual public education system. In the process of adopting home schooling as an alternative to the formal education system, advocacy groups have called for the enactment of legislations that establish national uniform guidelines that will make the education system legitimate. Such regulations have been adopted in a wide range of states with the aim of controlling home schooling and making it more effective to a level that is justified as compared to the formal educational system. However, different stakeholders in the education sector have been advocating increased regulations on the home schooling programs, especially in the name of enhanced accountability. Given the rising popularity of home schooling and the ineffectiveness of the system as a result of reduced regulation, it would be important to change the regulations for homeschools in an attempt to make home schooling programs as more effective and viable as the formalized, as well as public educational programs.
Carrying out the teaching practice in homes was a program that was adopted in the late 1960s and 1970s when a political movement emerged and adopted the program as a radical critique of the cultural public education system (Imber & Geel, 2010). Advocates of home schools had the notion that public schools were supported the conservative conformity that all children were supposed to attend school. By the early 1990s, advocates of home schooling had their way, and most states had adopted laws that supported the practice. The subsequent periods have been followed by advocacy groups of home schooling have continued pushing for the adoption of both state and federal laws that dictate uniformity between home schools and public schools (Angelis, 2008). However, different states have adopted home schooling programs in different measures and thus, the operation of home schools falls under state laws, where such laws vary widely across different states. As a result, there are different shortcomings in home schooling regulations including the probability of the absence of restrictions on home scholars, low-quality education, as well as inadequate academic benefits to the participants in comparison with the formal educational programs.
The probability of absence of restrictions on home schoo ...
Dr. Rosa Maria Abrero and Dr. Kimberly S. Barker, Published National Refereed...William Kritsonis
Dr. Rosa Maria Abrero and Dr. Kimberly S. Barker, Published National Refereed Article in NATIONAL FORUM JOURNALS
NATIONAL FORUM JOURNALS
Founded 1982
NATIONAL FORUM JOURNALS are a group of national refereed, juried, peer-reviewed, blind-reviewed professional periodicals. Any article published shall earned five affirmative votes from members of our National Board of Invited Distinguished Jurors and must be recommended for national publication by members of the National Policy Board representing all National FORUM Journals. Journal issues are distributed both nationally and world-wide.
Our website features national refereed articles that are published daily within our National FORUM Journals Online Journal Division. Over 1,000 articles are available to scholars and practitioners world-wide. Over 250,000 guests visit our website yearly. About 56,000 articles are downloaded for academic purposes at no charge. We have about an 88% rejection rate. See: www.nationalforum.com
Founded in 1982, National FORUM Journals has published the scholarly contributions of over 5,200 professors with over 2,000 articles indexed. Our journals are indexed with many global agencies including Cabell’s Directories, ERIC, EBSCO, SWETS International, Library of Congress National Serials Data Program, and the Copyright Clearance Center, Danvers, Massachusetts.
Global Website: www.nationalforum.com
This presentation addresses the following in the field of Special Education:
1. The connection between theory and decision making
2. The impact of legislation on special educators and their practices
3. How this legislation positively or negatively impacts families of students with exceptional learning needs
4. Common terminology and acronyms used in special education
An Overview of Inclusive Education in the United StatesDr. Mokter Hossain
Abstract:
Being a country of diversity, the United States has had a long tradition of research and practices in special education in the form of inclusion. Since passage of the Education for All Handicapped Children Act (EAHCA) of 1975, now referred to as the Individuals with Disabilities Education Act (IDEA) of 2004, a free appropriate public education has been available to all children with disabilities. However, inclusion of students with disabilities into general education classrooms has taken decades to be considered appropriate practice. Controversies, research, and legislation have shaped a collaborative relationship between general and special education. A wide range of political, epistemological, and institutional factors have facilitated a more child-centered public education. This chapter presents an overview of current issues and practices in the inclusion of students with disabilities in the U.S. The topics include: historical background; public laws that led to successful inclusion; categories and prevalence, and identification strategies; and inclusion practices for students with mild-to-moderate and selective significant disabilities for providing them equal and appropriate educational experiences in the mainstream classrooms.
Citation:
Hossain, M. M. (2012). An Overview of Inclusive Education in the United States. In J. E. Aitken, J. P. Fairley, & J. K. Carlson (Eds.), Communication Technology for Students in Special Education or Gifted Programs, pp. 1-25. Hershey, PA: IGI Global. PDF File. Available Online at: http://www.igi-global.com/chapter/overview-inclusive-education-united-states/55460
Professor William Allan Kritsonis, PhD - Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington.Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
Nonclassified DataIn order to maintain transparency and et.docxhallettfaustina
Nonclassified Data
In order to maintain transparency and ethical standards of research, researchers may file a Freedom of Information Act (FOIA) request to obtain all nonclassified data on a subject. Why is this legislation important? Do you think it is working? Why or why not.
Crime Mapping
Crime mapping has been used for
intelligence-led policing
: using data, analysis, and criminal theory to guide police allocation and decision making. Give some examples of ways this is used in your community. Explain if it is working. What are some other ways that you think it should be used in your Community? Give examples and how it would be effective in policing.
Importance of Reviewing Communications
Describe a situation when you may have sent something electronically (email) or turned something in when the lack of review or proofreading was brought to your attention by yourself or others. Discuss any repercussions you faced due to the communication not being reviewed. Explain the importance of reviewing any form of communication prior to disseminating it.
Who Reviews Your Work?
In our everyday life (school, work, or home) we use some form of communication. Who reviews your communication before it is sent, or do you review the communication of others and your own? Describe how you would ensure the communication is “good to go” or ready to disseminate to others.
.
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Similar to National Teacher Education Journal • Volume 7, Number 4 .docx
This presentation addresses the following in the field of Special Education:
1. The connection between theory and decision making
2. The impact of legislation on special educators and their practices
3. How this legislation positively or negatively impacts families of students with exceptional learning needs
4. Common terminology and acronyms used in special education
An Overview of Inclusive Education in the United StatesDr. Mokter Hossain
Abstract:
Being a country of diversity, the United States has had a long tradition of research and practices in special education in the form of inclusion. Since passage of the Education for All Handicapped Children Act (EAHCA) of 1975, now referred to as the Individuals with Disabilities Education Act (IDEA) of 2004, a free appropriate public education has been available to all children with disabilities. However, inclusion of students with disabilities into general education classrooms has taken decades to be considered appropriate practice. Controversies, research, and legislation have shaped a collaborative relationship between general and special education. A wide range of political, epistemological, and institutional factors have facilitated a more child-centered public education. This chapter presents an overview of current issues and practices in the inclusion of students with disabilities in the U.S. The topics include: historical background; public laws that led to successful inclusion; categories and prevalence, and identification strategies; and inclusion practices for students with mild-to-moderate and selective significant disabilities for providing them equal and appropriate educational experiences in the mainstream classrooms.
Citation:
Hossain, M. M. (2012). An Overview of Inclusive Education in the United States. In J. E. Aitken, J. P. Fairley, & J. K. Carlson (Eds.), Communication Technology for Students in Special Education or Gifted Programs, pp. 1-25. Hershey, PA: IGI Global. PDF File. Available Online at: http://www.igi-global.com/chapter/overview-inclusive-education-united-states/55460
Professor William Allan Kritsonis, PhD - Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington.Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
Similar to National Teacher Education Journal • Volume 7, Number 4 .docx (20)
Nonclassified DataIn order to maintain transparency and et.docxhallettfaustina
Nonclassified Data
In order to maintain transparency and ethical standards of research, researchers may file a Freedom of Information Act (FOIA) request to obtain all nonclassified data on a subject. Why is this legislation important? Do you think it is working? Why or why not.
Crime Mapping
Crime mapping has been used for
intelligence-led policing
: using data, analysis, and criminal theory to guide police allocation and decision making. Give some examples of ways this is used in your community. Explain if it is working. What are some other ways that you think it should be used in your Community? Give examples and how it would be effective in policing.
Importance of Reviewing Communications
Describe a situation when you may have sent something electronically (email) or turned something in when the lack of review or proofreading was brought to your attention by yourself or others. Discuss any repercussions you faced due to the communication not being reviewed. Explain the importance of reviewing any form of communication prior to disseminating it.
Who Reviews Your Work?
In our everyday life (school, work, or home) we use some form of communication. Who reviews your communication before it is sent, or do you review the communication of others and your own? Describe how you would ensure the communication is “good to go” or ready to disseminate to others.
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Example included and worksheet attached.
Use the
Source Evaluation Worksheet
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You may collect the worksheets together as one document or you may submit a separate worksheet for each source.
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Nonprofit v Criminal JusticeCriminal justice organizations and.docxhallettfaustina
Nonprofit v Criminal Justice
Criminal justice organizations and nonprofit organizations have a lot of factors and/or characteristics that are similar as well as different. These types of organizations are out there for members of society to help those who are in need as well as gain that experience necessary to fulfill that spot they need within themselves and their life.
To start off, “nonprofit organizations occupy a unique third sector with diverse resource dependencies, arising mainly from private donations and labor, but subsidized by government exemption of certain public tax obligations to encourage charitable activity (Oelbrger, 2016)”. With that being said, a non profit organization, such as the Masonic family, which is a very controversial idea, raises money for those charities such as Shriners Hospital as well as military troops who are actively deployed. Not only this, but they also award their members with scholarships for doing good deeds around their community. I know this personally as my dad is an active Mason.
Criminal justice organizations have many goals as well. Their goals consist of helping those around their community and the country. One of the goals mentioned by the Department of Justice (2018) is to “prevent Crime, Protect the Rights of the American People, and Enforce Federal Law”. As criminal justice employees, they are putting their life on the line whereas daily to help serve their people. Whereas, nonprofit organizations are helping those in their community by serving them with needs that they have, that do not require putting their life on the line.
Both organizations however, are doing what they need to do to help support those around their community. They are both helping their community and those in need when it is needed. Between protection, or fundraisers, or support financially, these organizations do what they have to do to ensure that they are getting their name out there in a positive manner, of course.
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Noah DeWaalTuesday16 Jun at 1538Manage discussion entryFou.docxhallettfaustina
Noah DeWaal
Tuesday16 Jun at 15:38
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"Four Horsemen" describes the ways in which our world is slowly folding on itself. It categorizes the four horsemen as a wrongful banking system, escalating violence, an abundance of poverty, and deletion of the world's resources. All these topics are the signs that we have truly doomed ourselves as a nation and as a planet. The underlying kingpin here is money. Everyone, including the government, lives, and works to earn and spend money. There are a variety of different paths to obtain that currency and the banks are at the heart, banks that create this money out of thin air. The film starts by speaking of empires and power. Nations want to be in positions to be on top as a means of security and credibility. Top nations control our world and those who are not, strive to become one. From historic times to now, people and groups want to become the most powerful, and when they do, they obtain all the resources they can do benefit their empires and the leaders become wealthy and untouchable. There is usually one common factor within one's rise to power, and that is money. It earns resources and credibility which makes others become submissive to you. We are supposed to be living within a free market system where everyone has a fair piece of the pie, but that is rarely true today. The way the banks function and government spending only amasses debt that will in turn be paid by the American people. Some of these people live in poverty, meaning they cannot even live anymore. People are expected to pay more for items as the price level rises while many incomes are not following suit. This system leaves those who are poor behind making it nearly impossible for them to catch up. As stated before, government spending can leave a budget deficit that needs to be repaid. Most of these expenditures, however, are on war and violence. International affairs, terrorism, and national crime are all credible threats, and a lot of money goes into limiting it. The resources used to support these organization makes them more powerful and it has transitioned peacekeeping into utter force and violence. Here at home and abroad, war rages daily. From small to large scale conflict is being solved in horrific ways and many innocent people are dying along the way. At the root of all of it, is money and power. A lot of this is also politically inclined. We live in a society in which people are paid just to influence politicians to pass acts that will in turn create more money for people who already have a lot of it. Wealth drives our nation, without it, one is just swept under the carpet. People have worked way too hard to obtain wealth while those in control can create it like none other. This exponential growth has depleted Earth's resources and we are running out fast. With no resources, what is there to gain anymore. The Four Horsemen are the warning signs that our systems are heavily flawed and need to be chan.
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No Plagiarism
4-6 slides (excluding Title and Reference slides) with notes that are a minimum of 150 words per slide.
Leaders face many hurdles when leading in multiple countries. There are several examples of disastrous public relations fallout that have occurred when companies have outsourced work to other nations. When determining where to move offshore as a company, the leaders of the organization must make several decisions.
Using course theories and current multinational organizations that have locations in several countries, convey your own thoughts on the subject and address the following:
What leadership considerations must an organization weigh in selecting another country to open a location such as a manufacturing plant?
How might leaders need to change leadership styles to manage multinational locations?
What public relations issues might arise from such a decision?
How would you recommend such a company to demonstrate their social responsibility to their headquarters country as well as any offshore locations?
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North American Philosophical Publications Prejudice i.docxhallettfaustina
North American Philosophical Publications
Prejudice in Jest: When Racial and Gender Humor Harms
Author(s): David Benatar
Source: Public Affairs Quarterly, Vol. 13, No. 2 (Apr., 1999), pp. 191-203
Published by: University of Illinois Press on behalf of North American Philosophical
Publications
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Public Affairs Quarterly
Volume 13, Number 2, April 1999
PREJUDICE IN JEST: WHEN RACIAL AND
GENDER HUMOR HARMS
David Benatar
central questions in the sparse literature on the ethics of humor
are: 1) What makes a piece of humor racist or sexist? 2) Are jokes
that embody negative racial and gender stereotypes necessarily racist
and sexist? Because these issues have tended to be discussed separately
it has not been noted that some answers to the first question render the
second question moot. My answer to the first question does not have this
effect. It will draw on an account of humor ethics that I provide and
defend against rival views of racist (and sexist) humor. I shall then
proceed to answering the second question.
An Account of Humor Ethics
How can humor be immoral? Briefly, the answer is that it is immoral
where it is intended to harm people or where there are good grounds for
expecting it to harm people, and where the harm in question is wrong-
fully inflicted. Following Joel Feinberg, I understand harm in terms of
negative effects on people's interests. However, my understanding of
harm is, in two ways, broader than the one for which he opts in his work
about the moral limits of the criminal law.1 Firstly, because in the cur-
rent context I have a more expansive interpretation of what interests
are, my understanding of harm includes what he calls hurts, offenses
and other disliked states which are insufficiently severe to warrant be-
ing termed harms for his purposes. Because I am concerned with the
morality of humor rather than with the moral limits of legally restrict-
ing it, the inclusion of less severe though nonetheless disliked states is
more appropriate. Secondly, for Professor Feinberg, a harm is some-
thing that is wrongfully inflicted. That definition is th.
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Non-governmental Organizations (NGOs) are essential as they fulfill a purpose that is traditionally addressed by a government (Balteanu & Marcu, 2014). In order for an NGO to be impactful and serve its purpose, it will require support and involvement from those it has been organized to help, as well as maintain financial and management autonomy, devoid of the governmental influence (Johnson & Stoskopf, 2010). Political and social instability has made it difficult for NGO's to fulfill their purpose to meet the needs of the communities they have pin pointed as their focus (Balteanu & Marcu). During unrest experienced by many countries, residents who need shelter, food, and medical care, benefit from what NGO's to provide (Balteanu & Marcu). Without the government, military, or religious backing of the NGO's purpose, the NGO will not be able to fulfill it's intent (Balteanu & Marcu).
Resident of unstable regions through out the world, are without food, shelter, and medical care due to the preoccupation with control, whether through the government, military, or religious factions. The unstable governments within these regions are either unwilling or unable to care for the needs of their citizens or have taken away their ability to care for themselves. NGO's have the ability to provide for the needs of the people and help them sustain, if allowed.
In general, what is the impact of political and social instability on non-government organizations?
.
Nonverbal CommunicationCOLLAPSEDescribe a scenario in which a .docxhallettfaustina
Nonverbal Communication
COLLAPSE
Describe a scenario in which a person's nonverbal language says something quite different from the same person's verbal language. In doing so, be sure to address how non-verbal communication differs from verbal communication. Describe how the speaker's message differs depending on the following elements of delivery: voice, volume, pitch, rate, pauses, variety, pronunciation, articulation, and dialect.
When replying to peers in this forum, comment on their ideas, and offer additional suggestions for consideration using your assigned readings.
NOTE: You may conduct research to complete any of these discussions (if you are still waiting on the book), using the Internet or other resources. Be certain to properly cite your sources and provide a bibliography in appropriate format. This information is also addressed in this week's audio lessons.
Remember that your discussion response must include the following:
A reflection on the concept we are discussing. Give us a summary of things you learned about this concept from your assigned chapter readings.
A thorough example/discussion to support your reflection.
A final statement that tells us what you take away from this week's lesson.
Properly formatted in-text citations and references.
Strong grammar, spelling, and mechanics.
In total your discussion should be at least 250 words.
.
No plagiarism Research paper should contains following content.docxhallettfaustina
No plagiarism
Research paper should contains following content
1) Abstract - Summarize the major elements of the paper
2) Introduction- provide context and rationale for the study
3)Materials- Describe the experimental design so it is reproducible
4) Methods -Describe the experimental procedures
5) Results-summarize the findings without interpretation
6)Discussion- interpret the findings of the study
7)Summary- summarize the findings
8)Acknowledge- give credits to those
9) References- list all scientific papers books and website that you cited
Paper should be in API Style
Requirements: 20 pages
.
NO PLAGIARISM MEET REQUIREMENTSCOMPLETE BY DEADLINE Wr.docxhallettfaustina
NO PLAGIARISM
MEET REQUIREMENTS
COMPLETE BY DEADLINE
Write 650 words (Questions NOT included in word count) answering the following questions in the case study. please format APA style.
3 SCHOLARLY REFERENCES.
Shell Oil in Nigeria
1. What are some of the factors explaining why corrup- tion and bribery are so high in Nigeria?
2. Was Shell involved in the execution of the poet Ken Saro-Wiwa?Whatimpactdidthepoet’sdeathhave CASE CREDIT
on Shell?
3. Was Shell taking advantage of weak local regulation?
4. What can a company do to ensure that it operates
ethically in societies with weak institutions?
case study is provided below
.
No plagiarism very important In a few short paragraphs, explain .docxhallettfaustina
No plagiarism very important
In a few short paragraphs, explain which cloud services you use (Google, Amazon, iCloud, Verizon, Microsoft One, Dropbox, etc) and what type of information you store (docs, photos, music, other files?). How much space do you have and what does this cost per month?
Need in word document with apa format with citations
.
No plagiarism very important Do you feel the benefits of cloud c.docxhallettfaustina
No plagiarism very important
Do you feel the benefits of cloud computing are worth the threats and vulnerabilities? Have we arrived at a point where we can trust external agencies to secure our most precious data? Please explain your answer.
Need responses to reply my teamates discusions
.
No plagiarism very important 5-CEHv9 Module 03 Scanning Networ.docxhallettfaustina
No plagiarism very important
5-CEHv9 Module 03 Scanning Networks.pdf
Select one network scanning software tool (there is a list in your required reading slides) and explain in detail how it works and how detects network vulnerabilities. Provide the site where you obtained your information and include that in your assignment write-up. (in word document).
Need citations
.
No plagiarism very importantNeed responses to my teamates discus.docxhallettfaustina
No plagiarism very important
Need responses to my teamates discussions
question:Social engineering is the art of manipulating people so they give up confidential information. The types of information these criminals are seeking can vary, but when individuals are targeted the criminals are usually trying to trick you into giving them your passwords or bank information, or access your computer to secretly install malicious software - that will give them access to your passwords and bank information as well as giving them control over your computer.
Explain a scenario where you or someone you know may have unknowingly given too much personal information to a stranger. How could this situation been avoided?
Reference Article Link:
https://www.webroot.com/us/en/resources/tips-articles/what-is-social-engineering
.
No More Backstabbing... A Faithful Scheduling Policy for Multi.docxhallettfaustina
No More Backstabbing... A Faithful Scheduling Policy for Multithreaded Programs
Kishore Kumar Pusukuri, Rajiv Gupta, Laxmi N. Bhuyan
Department of Computer Science and Engineering
University of California, Riverside
Riverside, USA 92521
[email protected], [email protected], [email protected]
Abstract—Efficient contention management is the key to
achieving scalable performance for multithreaded applications
running on multicore systems. However, contention manage-
ment policies provided by modern operating systems increase
context-switches and lead to performance degradation for
multithreaded applications under high loads. Moreover, this
problem is exacerbated by the interaction between contention
management policies and OS scheduling polices. Time Share
(TS) is the default scheduling policy in a modern OS such as
OpenSolaris and with TS policy, priorities of threads change
very frequently for balancing load and providing fairness in
scheduling. Due to the frequent ping-ponging of priorities,
threads of an application are often preempted by the threads
of the same application. This increases the frequency of
involuntary context-switches as wells as lock-holder thread
preemptions and leads to poor performance. This problem
becomes very serious under high loads.
To alleviate this problem, in this paper, we present a
scheduling policy called Faithful Scheduling (FF), which dra-
matically reduces context-switches as well as lock-holder thread
preemptions. We implemented FF on a 24-core Dell PowerEdge
R905 server running OpenSolaris.2009.06 and evaluated it
using 22 programs including the TATP database application,
SPECjbb2005, programs from PARSEC, SPEC OMP, and
some microbenchmarks. The experimental results show that FF
policy achieves high performance for both lightly and heavily
loaded systems. Moreover it does not require any changes to
the application source code or the OS kernel.
Keywords-Scheduling; priorities; contention; context-
switches
I. INTRODUCTION
The advent of multicore architectures provides an attractive
opportunity for achieving high performance for a wide
variety of multithreaded applications. However, exploiting
the system density, and the parallelism they offer, to improve
performance of multithreaded applications is a challenging
task. This is because multithreaded application performance is
sensitive to the implementations of synchronization primitives
and contention management policies. Therefore the key
to achieving high performance for multithreaded applica-
tions running on multicore systems is to use appropriate
synchronization primitives along with efficient contention
management policies. Contention management policies are
either based on spinning, or blocking, or a combination
of both. Spinning resolves contention by busy waiting,
therefore waiting threads respond to lock handoffs very
quickly. However, spinning threads can wastes CPU resources
and prevent the lock-holder thread from runnin.
No plagiarism very importantThere are many mobile platform vulne.docxhallettfaustina
No plagiarism very important
There are many mobile platform vulnerabilities listed in the readings from this week (slides 8, 9, and 10). Which do you feel is the greatest threat to users? Do you agree that people generally are not aware of the threats to their mobile devices?
Need responses to reply my teamattes and need references for all of them
.
No more than 10 slides, including title slide, providing executive s.docxhallettfaustina
No more than 10 slides, including title slide, providing executive summary of emergency response plan, actions taken prior to, during and post event.
This presentation is intended for high level executives of the company and should be brief but comprehensive.
See attachment for more information.
.
NO PLAGIARISM !Write 3 pages of descriptive essay about why you .docxhallettfaustina
NO PLAGIARISM !
Write 3 pages of descriptive essay about why you should visit and spend time in Denali National Park which is located in Alaska, USA.
Outline
1. Introduction
2. Reason 1 and explain, example
3. Reason 2 and explain, example
4. Reason 3 and explain, example
5. Reason 4 and explain, example
6. Reason 5 and explain, example
7. Conclusion
.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
National Teacher Education Journal • Volume 7, Number 4 .docx
1. National Teacher Education Journal • Volume 7, Number 4
Fall 2014 27
The role of school personnel in educating children has
evolved in the face of civil litigation, which has been
very declarative about the individual rights afforded
to children attending public schools (DeMitchell,
2002; Zirkel & Richardson, 1989). Certified school
personnel acting in loco parentis have been authorized
to exert reasonable control over students concerning
academic expectations and conduct in public schools.
Nevertheless, students enjoy many of the same
constitutional rights as the adults who supervise them.
For that reason, their rights must be acknowledged and
valued by school personnel (Frels, 2000). Accordingly,
public school personnel are tasked with providing safe
and orderly school environments in which children can
learn, without interfering with the personal liberties of
their student populations (Donaldson, 1986; Eberwein,
2008; Reglin, 1992; Taylor, 2010).
The day-to-day operations of schools are becoming
progressively influenced by legal decisions which
have an overall effect on education and the legal rights
afforded to all school stakeholders (Davis & Williams,
1992; Reglin, 1992). Several researchers have noted
that school personnel must remain educated about the
substance and depth of student rights issues in order
to apply them to the day-to-day school operations
(Alexander & Alexander, 2009; Dunklee & Shoop,
1986; Zirkel & Richardson, 1989). There is a need for
2. all educators to be knowledgeable of laws surrounding
public schools and the impact they have on school
functions (Reglin). Sparkman (1990) emphasized that
the legal landscape for school principals has changed
considerably, and a year does not go by without the
initiation of a legitimate federal challenges with huge
implications for the day-to-day operations of public
schools.
CREATURES OF THE LAW
Public education institutions are considered creatures
of the law, and school principals’ decisions have
legal ramifications that shape the quality of students’
educational experiences within these entities (Blokhuis,
2008; Bolmeier & Hopkins, 1956). The validity of
decisions made by school personnel is dependent
upon compliance with federal and state laws, and the
interpretation of these statutes by state and federal
courts (Bolmeier & Hopkins; Cambron-McCabe et al.,
2009). Notably, the recent trends in constitutional law
that uphold the interests of the students in public schools
are defined by the in loco parentis doctrine, beginning
with the First Amendment through the Fourteenth
Amendment, which protect the students’ freedoms of
expression, religion, speech, and press.
Overview of School Law:
Case Law that Every Administrator
Should Know
Tanjula Petty
Abstract: Principals are faced with legal challenges due to their
lack of knowledge or inappropriate applications of
3. the law. There is a need for school personnel to be proficient
and knowledgeable of education law and how it effects
daily school operations and decision-making. The purpose of
this literature is to provide educators with a legal
summary of landmark and recent case law. Having knowledge
of these cases may prevent challenges and a myriad
of litigation for school administrators.
About the Author: Dr. Tanjula Petty, serves as the Quality
Enhancement Plan Director of Alabama State University
(ASU). Recently, the recipient of receive the 2013
Distinguished Dissertation Award presented by the Council of
Historically Black Graduate Schools (CHBGS) and
ProQuest/University Microfilms International (UMI).
Keywords: Principal Preparation, Education Law, School Law
28 Fall 2014 National Teacher Education
Journal • Volume 7, Number 4
Principals have a responsibility to supervise school
students and staff, and to lead them through an era of
social change, which often necessitates the fundamental
reorganization of how schools operationally function
(Levine, 2005). Principals in public schools across
the country are legally accountable for conveying and
translating legal procedures to guarantee that policies
are implemented during the delivery of education to
children (Bishop & Miles, 2008). According to the
National Policy Board for Educational Administration’s
(NPBEA) Standard 5, educational leaders must have the
knowledge and ability to encourage the achievement
of all students by “acting fairly, with integrity, and in
an ethical manner” (2008, p. 15). More specifically,
4. educational leaders must be able to clarify and make
decisions based upon ethical and legal principles.
Administrators are frequently hesitant and indecisive
when making decisions on a daily basis that might have
legal ramifications (Cambron-McCabe et al., 2009).
SCHOOL LEGAL CHALLENGES
Nationally school districts are paying between $45,000
to $400,000 annually for legal expenses incurred in
the aftermath of legal challenges to the actions of their
school personnel (Militello, Schimmel, & Eberwein,
2009; Petzko, 1998; Schimmel & Millitello, 2009;
Underwood & Noffke, 1990). The excessive cost
of education litigation is due, in part, to the decision
making of school personnel who are not only unaware
of the laws, but often are given misinformation about
the protected rights of students and teachers. Public
education has become a hyper-legalized enterprise in
the United States (Hutton, 2009, p.1). Researchers have
reported that, on average, there are 3,000 legal claims
filed annually against teachers and school personnel
(Reglin, 1990, 1992; Stover & Cook, 2009).
The environments in which law and education operate
are undividable (Heubert, 1997; Littleton, 2008). As
society becomes more litigious, public school personnel
are coming to the realization that they are not immune
from litigation (Littleton, Higman, & Styron, 2001).
Education law has become complex, limitless, and ever-
changing (Dillion, 2009). The “volume of education
litigation did undergo a veritable explosion in the 60s
and 70s” (Zirkel & Richardson, 1989, p. 789); however,
the litigation has leveled off over the past 30 years (Imber
& Gayler, 1988; Zirkel, 2006a; Zirkel, 2006b; Zirkel &
Richardson). On the other hand, Stover and Cook (2009)
5. argued that the dynamics associated with the intersection
of education and the law are not expected to dissipate in
the near future, as the list of areas affected by legal issues
expands.
School personnel who are involved in education legal
proceedings have maintained the attention of the
public. Furthermore, litigation within public education
has become so prevalent that it has been compared to
a world religion (Dunklee & Shoop, 1986; Leiberman,
1981). School district personnel strive to understand and
conform to the intricacy of laws and regulations that are
changing rapidly (Stover & Cook, 2009). Some of the
more pressing legal issues that plague school personnel
include issues related to the First, Fourth, Eighth, and
Fourteenth Amendments of the U.S. Constitution of
1787 (Cambron-McCabe et al., 2009). Courts have
recognized that students who attend public education
institutions are at liberty to have the full gratification
of their constitutional rights. Likewise, the Supreme
Court has held that the students cannot be denied their
Fourteenth Amendment rights (Alexander & Alexander,
2008; Cambron-McCabe et al.; LaMorte, 2008).
Principals are faced with legal challenges due to their
lack of knowledge or inappropriate applications of the
law. There is a need for school personnel to be proficient
and knowledgeable of education law and how it effects
daily school operations and decision-making. The
purpose of this literature is to provide educators with a
legal summary of recent case law that prevent challenges
in which they may face.
Religion. The authority of public school personnel to
limit the influence of religion in the public education
enterprise has been challenged in several religious areas,
6. including prayers, scripture reading, religious teaching,
and the use of the Bible in school settings (Murray &
Evans, 2000). Religious activity in public schools has
long been a primary legal issue for school personnel
(Mawdsley, 1998). In an attempt to guarantee that state
and church remained separate, the First Amendment of
the Constitution states that “Congress shall make no law
respecting an establishment of religion, or prohibiting
the free exercise thereof.” The debate in the United
States over religion and schools has been ongoing since
the inception of public education. As society becomes
more culturally diverse, the issue of religion in public
schools increases in complexity (Feldman, 2007; Okun,
1996).
Murray and Evans (2000) noted that over the past
35 years, the U.S. Supreme Court ruled in several
challenges that have helped define the appropriate
relationship between religious activity and government-
sponsored schools. Many cases that were heard in the
U.S. Supreme Court relating to religious activities were
decided by interpretations of the Establishment Clause,
which was used to oppose the advancement of religion.
National Teacher Education Journal • Volume 7, Number 4
Fall 2014 29
Conversely, the First Amendment Free Exercise Clause
allows American citizens to determine their beliefs. The
Establishment Clause has been used as the basis for
numerous legal disputes that involve prayer and religion
in public schools (Cambron-McCabe et al., 2009;
LaMorte, 2009; Murray & Evans, 2000).
7. An important controversy of state and religion was that
of the Good News Club v. Milford Central School (2001),
in which the Supreme Court was asked to determine
two important issues: (a) whether a New York school
district violated the First Amendment rights of the Good
News Club by not allowing them to meet on campus
after school hours; and (b) whether the violation by
the school district was justified by its concern for other
Establishment Clause violations. The Supreme Court
overturned decisions of the United States District Court
for the Northern District of New York and the United
States Court of Appeals for the Second Circuit holding
that the school district’s actions to prevent the Good
News Club from holding group meetings was a violation
of the student’s First Amendment free speech rights.
Freedom of expression. As the United States fought
in the Vietnam War during the 1960s, the antagonism
and hostility that the public took on about the country’s
participation in the war overflowed into public education,
illuminating students’ rights as they relate to the First
Amendment’s provisions concerning student expression
and speech. The landmark case of Tinker v. Des Moines
Independent Community School District (1969), placed
schools around the country in distress as the courts issued
one of the most historic strikes against school personnel.
The Supreme Court, in a 7 to 2 ruling, acknowledged
that a student has a right to freedom of speech and to
assemble peaceably, as long as the student’s behavior
is not disturbing to class work. More specifically, the
Supreme Court held that students were protected under
the First Amendment, and that school policy preventing
students from expressing their beliefs or non-beliefs
is a violation of the students’ rights of free speech and
freedom of expression.
8. Stover and Cook (2009) reported the findings of a
national study with over 200 members of the National
Council of School Attorney’s (COSA), who identified
freedom of expression and speech and school discipline
among the most pressing legal concerns faced by school
personnel. In addition, discipline, including academic
sanctions, suspensions, and expulsion, are also significant
issues for school personnel in their daily management of
school operations (Sparkman, 1990). Cambron-McCabe
et al. (2009) identified student misconduct as one of the
most problematic issues that school personnel have to
confront. Burdensome behaviors by students have
placed school personnel on the defense (Stover & Cook,
2009).
Discipline and due process. School personnel are
responsible for assisting in the development of students
today, who, in turn, it is hoped, will become productive
citizens in the future (Reyes, 2006; Taylor, 2009).
Therefore, developing and adhering to federal and
state law pertaining to student discipline has relevance
to controlling the behaviors of students (Reyes).
Discipline is the authority to manage the behavior
and demeanor of students in schools that were created
under the doctrine of in loco parentis (Gatti & Gatti,
1990). Notably, Gaustad (1992) pointed out that school
discipline entails two major objectives: (a) to guarantee
that schools are safe environments for all stakeholders,
and (b) to establish an atmosphere that is advantageous
for learning to take place. With attention to discipline,
administrators commonly react to students who are
disruptive and require discipline, which could include
corporal punishment, suspensions, and expulsions
(Osher, Bear, Sprague & Doyle, 2010). Russo (2005)
noted that suspensions and expulsions are the most
9. severe punishments that school personnel can legally
inflict upon students.
Court opinions have revealed that education is a
property right that belongs to students, and students
must be provided due process prior to being deprived
of this right (Goss v. Lopez, 1975). Due process rights
are embodied in the Fifth and Fourteenth Amendments
of the U. S. Constitution, which warrants that no state
shall “deprive any person of life, liberty, or property
without due process of law (U.S. Const. amend. V; U.S.
Const. amend. XIV)”; it includes procedural protections
and substantive protections. Due process warrants that
if a property right is at risk, the student is entitled to
notice and the chance to be heard prior to the right being
restricted or taken away.
Educators must maintain safe and sound schools needed
to provide a disciplined learning environment (Russo,
2006). Gaustad (1992) advised that school discipline
policies must be consistent with the federal and state
regulations and must be provided in written form to
parents and students.
The case of Bethel School District v. Fraser (1986)
re-established the viability of the in loco parentis
doctrine as mechanism to protect students from
sexually unambiguous and vulgar speech (Alexander
& Alexander, 2009; LaMorte, 2008). The facts of the
case revealed that the plaintiff, Matthew Fraser, was
30 Fall 2014 National Teacher Education
Journal • Volume 7, Number 4
10. considered to be an exceptional student at Bethel High
School in Washington. In 1983, Fraser prepared to give a
speech at Bethel High School assembly for the purposes
of being elected to the student government. After being
cautioned by teachers that the speech was inappropriate
because of its sexual content, Fraser delivered the speech
anyway. Following the delivery of the speech, Fraser
was suspended from school for violating the student
handbook policy that prohibited the use of obscene
language in speeches by students delivered to a captive
audience. The student challenged the suspension in the
U.S. District Court for the Western District of Washington
and Ninth Circuit Court of Appeals, arguing that his First
Amendment rights had been violated. The lower courts
agreed that the plaintiff’s right to freedom of speech
under the First Amendment of the U.S. Constitution
had, in fact, been violated by the school district. The
school district appealed and was granted certiorari by the
Supreme Court of the United States.
In a 7 to 2 decision, the high court reversed the lower
court’s decision by acknowledging that school personnel
may forbid student speech before a student assembly.
Chief Justice Warren E. Burger (1986) wrote the
majority opinion for the Court, holding that “the process
of educating our youth for citizenship in public schools
is not confined to books, the curriculum, and the civics
class; schools must teach by example the shared values of
a civilized social order” (p. 683). Additionally, the court
held “under the First Amendment, the use of an offensive
form of expression may not be prohibited to adults
making what the speaker considers a political point, but it
does not follow that the same latitude must be permitted
to children in a public school” (p. 676). Chief Justice
Warren justified the rational for the ruling by discerning
between political expressions that are protected and
11. obscene speech in the presence of other students at a
school assembly. He enunciated that the undoubted
freedom to advocate unpopular and controversial views
in schools and classrooms must be balanced against the
society’s countervailing interest in teaching students the
boundaries of socially appropriate behavior. Even the
most heated political discourse in a democratic society
requires consideration for the personal sensibilities of
the other participants and audiences. (p. 681)
Furthermore, the courts recognized “the obvious concern
on the part of parents, and school authorities acting in
loco parentis, to protect children especially in a captive
audience -- from exposure to sexually explicit, indecent,
or lewd speech” (p. 484).
Two years following Bethel, the Hazelwood School
District v. Kuhlmeier (1988) case was heard in the
U.S. Supreme Court. Student writers for the Spectrum
school newspaper in the Hazelwood School District
wrote two articles that included sensitive subject matter
about teen pregnancy and divorce. The principal raised
objections about the articles and voiced concerns about
the appropriateness and concern for the anonymity of
the students who were incorporated into the stories. In
the end, the principal made the decision to delete the
articles from the publication. The plaintiff argued that
the principal’s decision to delete the articles violated the
student writers’ First Amendment rights to freedom of
speech under the Tinker doctrine. For that reason, the
students took legal action against the Hazelwood School
District for allegedly violating their First Amendment
rights. In a 5 to 3 decision, the U.S. Supreme Court
reversed the Eight Circuit Court of Appeals when it
declared that the rights of public school children are
12. not necessarily the same as the rights afforded to adults
in other settings. More specifically, the Court declared
that student newspapers were not “forums for public
expression” and, as a result, the students who were
censored by the school principal were not entitled to
traditional First Amendment guarantees. Consequently,
school personnel were not compelled to follow the
standard established in Tinker. In addition, the Court
declared that school censorship will be allowed when
its decision to do so is “reasonably related to legitimate
pedagogical concerns” in their respective learning
communities. The Court reaffirmed that the school
personnel may demonstrate authority over student speech
in school publications, as well as at school activities if it
interferes with the educational process (Gatti & Gatti,
1990; Russo, 2006). Also, schools have an interest in
protecting the identities of the students in the articles,
as well as in upholding the integrity of student speech
allowed in the school newspaper. Justice Byron White
wrote the majority opinion, stating:
A school must also retain the authority to
refuse to sponsor student speech that might
reasonably be perceived to advocate drug
or alcohol use, irresponsible sex, or conduct
otherwise inconsistent with “the shared values
of a civilized social order, or to associate the
school with any position other than neutrality
on matters of political controversy. Otherwise,
the schools would be unduly constrained from
fulfilling their role as a principal instrument
in awakening the child to cultural values, in
preparing him for later professional training,
and in helping him to adjust normally to his
environment. (p. 272)
13. Nearly two decades after Hazelwood, the U.S. Supreme
National Teacher Education Journal • Volume 7, Number 4
Fall 2014 31
Court heard another case involving student speech
rights, Morse v. Frederick (2007). On January 24,
2002, the Olympic Torch Relay passed through the city
of Juneau, Alaska as part of the opening ceremony for
the Winter Olympic Games being hosted in Salt Lake
City, Utah. Members of the Torch Relay ran past the
entrance of Juneau-Douglas High School during school
attendance hours. That day, students were excused from
their classes, as a part of an approved field trip, to watch
the relay from the sidewalk outside the school under the
supervision of school personnel. When the relay team
members and the television cameras covering the event
passed the plantiff, he and his friends displayed a large
banner that stated, “BONG HITS 4 JESUS.” Principal
Deborah Morse demanded that the banner be taken
down, but Frederick refused to comply. The principal
eventually removed the banner and suspended Frederick
for ten days for violating Juneau School Board Policy,
which strictly forbade drug use. Frederick appealed his
suspension to the Juneau School District Superintendent,
who, in denying his claim, relied on the Supreme Court’s
decision in Fraser, which rejected speech or action that
is disruptive to the learning environment.
Frederick filed suit in the District Court, alleging that the
school board and Morse violated his First Amendment
rights. The District Court sided with Frederick, ruling that
the school district’s punishment handed down to Fredrick
for the content of his speech was unconstitutional;
14. however, the Ninth Circuit reversed the trial court’s
decision and the case was granted certiori by the U. S.
Supreme Court. In a 5 to 4 decision, the Supreme Court
upheld the decision of the Ninth Circuit Court when it
declared that public school personnel have the right to
censor student speech that explicitly encourages illegal
drug use. Chief Justice John G. Roberts delivered the
Court’s opinion; however, Justice Clarence Thomas
rendered a meticulous concurring opinion that provided
an overview of the in loco parentis doctrine and of his
views of Tinker. Justice Thomas explained that “the
Court today decides that a public school may prohibit
speech advocating illegal drug use.” In a scathing rebuke
of settled case law, Justice Thomas consented that Tinker
utterly ignored the history of public education, as courts
(including this one) routinely find it necessary to create
ad hoc exceptions to its central premise. This doctrine
of exceptions creates confusion without fixing the
underlying problem by returning to first principles. Just
as I cannot accept Tinker’s standard, I cannot subscribe
to Kuhlmeier’s alternative. (p. 408)
Justice Thomas further surmised that in light of the
history of American public education, it cannot seriously
be suggested that the First Amendment “freedom of
speech” encompasses a student’s right to speak in
public schools. Early public schools gave total control
to teachers, who expected obedience and respect from
students. And courts routinely deferred to schools’
authority to make rules and to discipline students for
violating those rules. Several points are clear: (1) under
in loco parentis, speech rules and other school rules
were treated identically; (2) the in loco parentis doctrine
imposed almost no limits on the types of rules that
a school could set while students were in school; and
15. (3) schools and teachers had tremendous discretion in
imposing punishments for violations of those rules. (p.
421)
Justice Thomas also commended Justice Hugo Black’s
warning in his dissenting opinion in Tinker. More
specifically, he asserted that Tinker has undermined
the traditional authority of teachers to maintain order
in public schools. Thomas also asserted that “society
once respected the authority of teachers, deferred to their
judgment, and trusted them to act in the best interest of
school children, now society accepts defiance, disrespect,
and disorder as daily occurrences in many of our public
schools” (p. 423). Justice Thomas summed up his views
of Morse by concluding that “if parents do not like the
rules imposed by those schools, they can seek redress
in school boards or legislatures; they can send their
children to private schools or home school them; or they
can simply move” (p. 422).
Yet, in the online age, the Supreme Court has declined
to make decisions that involve free speech that involve
internet speech (Serman & Smith, 2012; Walsh, 2012).
A joint appeal was filed from two school districts in
Pennsylvania that imparted questions pertaining to
the First Amendment rights of students and school
personnel’s authority to regulate student online speech.
In Blue Mountain School District v. Snyder (2012),
students made mockery of their principal online via the
social media site, MySpace. The student accused the
principal of being a sex addict and a pedophile. The
federal court asserted that if there was not substantial
disruption in school and if the speech occurred off
campus, the school authorities could not discipline
the student. In Layshock v. Hermitage School District
(2011), the 3rd Circuit Court reversed the district court
16. ruling in the discipline of a student who created a bogus
MySpace profile for his principal. The fake profile
identified the principal as having an interest in “big”
things, such as smoking a big blunt, being a big steroid
freak, having stolen a big keg, and having been drunk
a big number of times. Ruling similarly as in the Blue
Mountain School District case, the U.S States Court of
Appeals for the Third Circuit ruled that if the profile did
32 Fall 2014 National Teacher Education
Journal • Volume 7, Number 4
not create a substantial disruption in school functions,
then school personnel could not suspend students.
The U.S. Supreme Court has not spoken to the First
Amendment rights for student speech that occurs off
school premises and/ or online. In an appeal to the
Supreme Court, Kowalski v. Berkeley County Schools
(2012) was denied certitori. The case involved a West
Virginia student who was suspended for creating a
MySpace page and making accusations that another
student had herpes. The student was suspended for
using speech against another student via online media,
which was a violation of the school’s policies. The 4th
Circuit Federal Court and the U.S. Court of Appeals
in Richmond, Virginia upheld the decision of school
personnel to suspend the student, thus supporting the role
of the school administrator in disciplining the student
and acting in loco parentis. The court acknowledged
that the challenges school personnel face have become
a spectacle and are concerning. Additionally, the court
argued that the Constitution is not written to thwart
school personnel’s’ attempts to deal with bullying and
17. harassment problems in schools.
There have been drastic changes in the interpretation
of Constitutional rights of students. In the past, school
personnel acted upon the doctrine of in loco parentis
while the child was under their authority; however,
the Supreme Court’s decision in Goss v. Lopez, 1975,
changed the stance of discipline as it was once known
(Alexander & Alexander, 2009; Doverspike & Cone;
Gaustad, 1992; LaMorte, 2008; Mahon; McCarthy,
1976; Permuth & Mawdsley, 2001; Stover & Cook).
Corporal Punishment. Corporal punishment is another
hotly contested constitutional issue that has prevented
school personnel from standing in loco parentis
(Doverspike & Cone, 1992; Gatti & Gatti, 1990).
Historically, corporal punishment was used frequently
by school personnel, with courts using in loco parentis to
justify the punishment rendered to students (Alexander
& Alexander, 2009; Doverspike & Cone, 1992; Gatti
& Gatti, 1990; Greenlee, 2006). Corporal punishment
signifies the use of physical strength for the reason of
bringing about physical pain (Gatti & Gatti; LaMorte,
2008), such as hitting, paddling, or using force to hit
the buttocks of students (Greenlee, 2006). Greenlee
accredited corporal punishment to the biblical scripture
of, “Whoever spares the rod hates their children, but
the one who loves their children is careful to discipline
them” (NIV Bible, Proverbs 13:24). After decades of
routine use, corporal punishment as form of discipline
was challenged in the case of Ingraham v. Wright (1977).
There were two central challenges in the Ingraham
case. The first challenge was whether the corporal
punishment administered by the school personnel was
considered cruel and unusual punishment under the U.S.
18. Constitution. Second, the Supreme Court addressed if
notice and a hearing were required for students prior to
being paddled. The plaintiffs were two Florida students
who were paddled in school because they were slow
to respond to the instructions of school officials. The
plaintiffs filed suit against the school district in Federal
Court arguing that the paddling was “cruel and unusual
punishment” (p. 430). According to plaintiff testimony,
Ingraham received over 20 thrashings with a paddle
while being held over a table in the principal’s office
by the assistant principal. The paddling injured the
plaintiff, leaving injuries that required him to receive
medical attention and spend several days absent from
school. The second plaintiff also received a paddling
leaving injury to his arms, thus depriving him of the full
use of his limbs for over a week.
The Supreme Court, in a 5 to 4 split decision, ruled
that the U.S. Constitution’s prohibition against cruel
and unusual punishment did not apply to the corporal
punishment administered to children in public schools.
They also concluded that students who were disciplined
in school were not denied their due process rights
under the Fourteenth Amendment. The Court found
that the punishment administered in Ingraham was not
a violation of the Eighth Amendment. Furthermore,
the Supreme Court held that school personnel had the
authority to maintain discipline in school, and corporal
punishment is an authorized method of punishment (Gatti
& Gatti, 1990). The Justices were concerned exclusively
with the punishments in the context of criminal justice
situations and argued that the Eighth Amendment would
not be applicable to the discipline administered in public
schools.
In Cunningham v. Beavers (1989), the Supreme Court
19. upheld a district court’s decision to dismiss the plaintiff’s
action in seeking damages over a spanking administered
by school officials. A Texas public school principal saw
two kindergarten students snickering in the hall of the
school and issued each child two smacks on the buttocks
with a wooden paddle. Once the principal saw that the
children continued to snicker, she removed them from
their class and issued them three smacks on the buttocks
with a wooden paddle. The parents of the plaintiff
noticed bruises on the buttocks of the children and sought
medical attention. The medical practitioner revealed that
the students had been paddled too hard. The defendant,
Superintendent Beavers, conducted an investigation
into the incident and did not discipline school personnel
for their actions. The parents sued the school district,
National Teacher Education Journal • Volume 7, Number 4
Fall 2014 33
arguing that their due process and Constitutional rights
had been violated. The district court dismissed the case,
citing that the plaintiffs had failed to demonstrate that
their substantive due process had been violated.
Search and Seizure. Researchers noted that New Jersey
v. T. L. O. (1985) was one the most well-known Supreme
Court cases involving education law, yet maintaining
the status of the in loco parentis doctrine (Alexander
& Alexander, 2009; Bracy, 2010). The Constitution
prohibits unreasonable search and seizure, with the
exception of certain situations in which there is not a
conflict with the safety of the student body of the school
and a student’s privacy (Taylor, 2001a). Particularly,
if school personnel had a logical suspicion or evidence
20. that a student has violated a rule, then search and seizure
becomes authorized (Alexander & Alexander; Bracy)
in New Jersey v. TLO, a teacher in a New Jersey high
school discovered two students smoking in the restroom
on the school campus, a violation of school board
policy. TLO, the plaintiff in the case, was taken to the
office, where she denied that any smoking occurred in
the restroom. After searching through TLO’s purse, the
assistant principal discovered the following items inside
the purse: a pack of cigarettes, rolling papers, a pipe,
marijuana, a large wad of dollar bills, and two letters that
seemed to indicate that TLO was involved in marijuana
trafficking at the high school. Once TLO was taken to the
police station, she admitted that she sold marijuana at the
school, and the juvenile court sentenced her to a year’s
probation. However, the New Jersey State Supreme
Court overturned the decision, stating that TLO’s Fourth
Amendment rights had been violated. Subsequently, the
State of New Jersey appealed to the Supreme Court.
The issue at hand was questioned if students in school
have the same rights under the Fourth Amendment as
adults. New Jersey school officials argued that school
officials act in loco parentis for students who attend
public schools, and in light of that, school officials should
not need a warrant to make searches or to seize evidence.
Based on TLO’s actions, the search and seizure was
warranted with reasonable cause for the search of her
purse; therefore, the exclusionary rule does not apply.
However, TLO’s argument was that school personnel
are employees of the State and not representatives of
parents. As a result, school personnel are duty-bound
to respect the rights of student, including the right to
privacy. In fact, TLO argued that school personnel do
not have the right to act in place of the parents. The
Supreme Court ruled 6 to 3 in favor of New Jersey.
21. Justice Byron White wrote the Court’s opinion, asserting
today’s decision sanctions school officials to conduct
full scale searches on a “reasonableness” standard whose
only definite content is that it is not the same test as the
‘probable cause’ standard found in the text of the Fourth
Amendment. In adopting this unclear, unprecedented,
and unnecessary departure from generally applicable
Fourth Amendment standards, the Court carves out
a broad exception to standards that this Court has
developed over years of considering Fourth Amendment
problems. Its decision is supported neither by precedent
nor even by a fair application of the “Balancing test of
power” it proclaims in this very opinion. (p. 354)
In an attempt to balance the rights of students and the
authority of school personnel, the decision in TLO
confirmed that there is a minimum level of doubt that
the decision lessened the anxiety in school personnel
to act in loco parentis (LaMorte, 2008). Because the
courts did not dissipate in loco parentis and school
personnel relationships, the court’s ruling suggested that
that school personnel were not in loco parentis, indeed,
school personnel were obligated to the state and to the
Constitution’s boundary against unreasonable searches
(LaMorte, 2008; Lewis, 2002). Researchers have noted
that the high court did not say that school personnel
are never to act in the place of parents (Alexander &
Alexander, 2009; DeMitchell, 2002; LaMorte).
The courts again used the doctrine of in loco parentis
in Veronia v. Acton (1995). A public high school in
Oregon, in the Veronia school district, was faced with
a drug crisis. The district developed a policy in which
all athletes had to be drug tested prior to participating
in extracurricular activities. The Acton family opposed
22. the policy, arguing that it violated their son’s privacy.
The U.S. Supreme Court held that the drug testing
policy was constitutional, and that a student willingly
surrenders their privacy to become an athlete. Similarly,
in 2002, the U.S. Supreme Court held that that random
drug test of student athletes was constitutional because
the board identified a special reason for testing students
who participated in extracurricular activities in the
Board of Education of Independent School District #92
of Pottawatomie County v. Earls (2002) landmark case.
The Supreme Court held that the Board of Education
policy constituted a reasonable search because it fulfilled
the policy’s purpose to prevent drug use among the
students.
According to Bishop and Miles (1998), Alabama follows
the TLO decision when conducting search and seizures
of students. Furthermore, Bishop and Miles provided
chronological steps in which Alabama school personnel
are to follow in event the reasonable cause for search and
seizure occurs. The steps are as follows: (1) distribute
the local board policy on search and seizure, (2) stay
34 Fall 2014 National Teacher Education
Journal • Volume 7, Number 4
away from sweep searches of all lockers of all students,
(3) document each time and the rationale for search
and seizure, and (4) corporate fully if authorities are
involved.
The Court’s decision would serve as a standard in future
cases, such as Bethel School District v. Fraser (1986).
One year following TLO, the Supreme Court concluded
23. that school personnel officially act in loco parentis to
protect and keep students safe. Ultimately, the viability
of in loco parentis continues to exist, and Supreme
Court decisions have enhanced the power behind the
line of reasoning when in loco parentis is put to use
(De Mitchell, 2002). Since the decision in TLO, school
personnel have had the legal authority to search students’
outer clothing garments, but the Constitutionality of
school strip searches has been in an indeterminate state
(Torres, Brady, & Stefkovoich, 2011).
In a 7 to 2 decision in Safford v. Redding (2009), the
Supreme Court sided with the plaintiffs and asserted
that the strip search of the student was unjustified and
violated a student’s Fourth Amendment rights. Parents
of a student filed a suit against principal, an assistant,
and a nurse in the school district, claiming that a strip
search violated the student’s Fourth Amendment rights.
The defendants held suspicions that the plaintiff had
possession of drugs on the school premises, which the
school policy prohibited. Based on the suspicion, the
student’s backpack, outer clothing, and undergarments
were searched. The plaintiffs argued that the search
of the student’s undergarments was constitutionally
unreasonable. The Supreme Court agreed that the strip
search violated the plaintiffs Fourth Amendment rights.
CONCLUSION
The landmark case, Tinker et al. v. Des Moines
Independent Community School District (1969),
recognized students’ rights to freedom of speech and
expression. Yet, the decisions in Bethel School District v.
Fraser (1986), Hazelwood School District v. Kuhlmeier
(1988), and Morse v. Frederick (2007) formulated legal
standards that principals are required to adhere to when
24. dealing with matters relevant to student expression and
speech. Given that changing cultural and social norms
will continue to serve as the foundation for more civil
challenges to existing law, the need for school personnel
to be knowledgeable and trained about the legal
responsibilities of schools, and the rights of teachers and
students, remains critical (Davis & Williams, 1992).
Reglin (1992) warned that school personnel who are
negligent or unprofessional with the laws that surround
schools should take notice because they could be
subjected to financial penalties. Similarly, LaMorte
(2008) argued “those educators who fly by the seat of
their pants or who act on the basis of what they think
the law states may be in difficulty if sufficient thought
is not given to the legal implications and ramifications
of their policies or conduct” (p. xxv). For that reason, it
is imperative that school personnel remain aware of the
laws that should shape their policies and decision making
intended to safeguard student rights and avoid costly
litigation (Schimmel & Millitello, 2009). Furthermore,
Sparkman stated:
Public schools will continue to be influenced by
the law. School leaders must prepare themselves
by developing a basic understanding of the
legal framework of public education. They
also must have a working knowledge of and an
appreciation for the legal rights of teachers and
students. (p. 59) .
National Teacher Education Journal • Volume 7, Number 4
Fall 2014 35
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Final Exam, Part 2: Essay (SLOs A, B, C, D, & E)
· Format: Double-spaced, 12pt font., .doc, .docx, rtf, and .pdf
only.
· WARNING: DO NOT PLAGIARIZE. If you read any sources,
even our textbook, properly cite anything you use in your paper.
I will check each essay for plagiarism so don't risk it! Feel free
to ask me questions about proper citations.
Critical Formal Analysis of Get Out
Write a 3-5 page (750-1500 word count) essay in response to
the prompt below. Value: up to 150 pts.
Throughout the semester you have studied the main aspects of
formal film analysis: style and form (repetition/variation,
motifs, functions, etc.), narrative form, mise-en-scene,
cinematography, editing, sound, and types. These are the basic
tools with which filmmakers tell stories. Each director
highlights one or more formal categories to express the a given
film's thematic content. For example, Baby Driver and The
Conversation both utilize film sound as the primary expressive
technique while also making particularly great use of mise-en-
scene and editing. Similarly, Rashomon clearly broke the mold
with its narrative, but also presents highly stylized mise-en-
35. scene and cinematography. In all of these cases, specific formal
properties are employed to express the film's major themes.
For your part 2 of your final exam, write a critical formal
analysis of Get Out. Your goal is to explain what the film's
major themes are and how those themes are expressed through
specific formal properties. But, there's a catch! You may only
work with mise-en-scene, cinematography, editing, and/or
sound.
Be sure to:
1. Explain the film's themes. What is it about or what is the
"main point?" How would you characterize the implicit and
symptomatic meanings? (See Chapter 2 for a refresher on these
terms.)
2. Identify the formal techniques that express those meanings
most effectively. Working only with mise-en-scene,
cinematography, editing and/or sound, explain which categories
are most prominently used to convey the film's ideas.
3. Explain how your chosen techniques are used to express the
film's meanings. In order to do this you will need to define
terms (techniques) and then demonstrate how those techniques
create meaning. Additionally, you need to refer to copious
examples in detail to prove your point. For each example be
sure to use specific terms. Instead of referring to
"cinematography," demonstrate how shot distance (i.e., LS,
XLS, CU, etc), angle (i.e., high, low, straight-on, canted),
height (i.e., low, eye-level, high), movement (i.e., handheld,
track/dolly, etc), focus properties (i.e., racking, selective, etc),
lens manipulations, etc., work to create meaning. Screenshots
are highly recommended.
4. Compose an essay explaining/demonstrating all of the above;
be sure to incude a thesis statement, supporting paragraphs, and
a conclusion.
Some additional recommendations:
· Do not provide a summary. You do not need to summarize the
film for this essay. Write as though your reader is very familiar
with the film (which I am, obvs).
36. · Use Chapter 8 "Style as Formal System." All of our
discussions have been mini version of this assignment (so
examples of formal analysis of meaning generation are evident
across our work this semester) but you may benefit from seeing
the example presented in Chaptter 8.
· Revise and proofread.