Should college students have complete freedom to choose their own courses and create their own curriculum Essay Example

Should college students have complete freedom to choose their own courses and create their own curriculum? Essay The degree and scope of academic freedom has been a perennial topic of debate. But generally, it is the governing authorities who have their way, with students having to toe the line. In an ideal world, though, students will play a significant role in determining the courses and subjects to be included in their curriculums. While students in primary and secondary stages of education need to have a standard basic curriculum, those reaching college level should be given more autonomy. This relaxation is recommended keeping in mind that college students are entering adulthood and have a right to choose the type of individuals they want to become. (Robertson Smith, 1999, p.69) As the system functions today, college students are forced to conform to an educational model that was not designed in their interests. In other words, the existing educational system serves to indoctrinate young minds into obedient servants of the established social order. At the top of the social pyramid are the business and political elites, whose interests are reflected in the design of curricula. Hence, though it might lead to radical social upheavals, allowing greater freedom of choice within college campuses is the right way to go. Let us look at the rationale offered by those against freedom of choice in curricula and identify flaws in their arguments. A prominent advocate for less academic freedom was the sociologist Mortimer Adler, who stated that, left to their own choices, some students â€Å"will ‘downgrade’ their own education; therefore, adults should control these crucial choices so that such downgrading does not occur.† (Noddings, 2006, p.285) This fear is overstated, for college authorities can devise ways of ensuring that certain basic standards are met. Moreover, by what criteria are courses judged good and bad? In other words, the notion of ‘downgrading’ is very subjective. As John Dewey noted in his lectures, We will write a custom essay sample on Should college students have complete freedom to choose their own courses and create their own curriculum? specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Should college students have complete freedom to choose their own courses and create their own curriculum? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Should college students have complete freedom to choose their own courses and create their own curriculum? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer â€Å"a course in cooking, well planned and well executed, can induce critical thinking, increase cultural literacy, and provide valuable skills – it can be a â€Å"good† course. In contrast, a course in algebra may discourage critical thinking, add nothing to cultural literacy, and lead students to despair of acquiring useful skills – it can be a â€Å"bad† course.† (Noddings, 2006, p.285) Considering that John Dewey was the most influential educationist of last century, his views have to be heeded to. The essence of Dewey’s argument is that by there is more merit than what is apparent in courses such as cooking than what the academic establishment will admit. Moreover, if students are allowed to create courses that would satisfy their natural inclinations, they are bound to participate in the learning process more willingly and thoroughly, enhancing the final outcome. To alleviate the concerns of those who fear lack of norms and standards in giving complete freedom, we need to qualify the sort of freedom offered them. While the coercive authoritarian nature of standardized curriculum is one extreme, a permissive, hands-off freedom given to students will be the opposite extreme. By applying moderation, a system that is realistic and yet demanding could be designed. Teacher counseling and guidance that approximates parental interest in students is worth pursuing. One should also remember that students can never be given equal opportunity by force. Such a tendency is against democratic principles. Instead, what we need to do, is to â€Å"live with our children, assess their gifts and interests both realistically and generously, talk with them, listen to them, and help them to make well-informed decisions.† (Robertson Smith, 1999, p.68) College courses need not be looked at as merely facilitators of vocational and economic opportunities. Other key criteria in evaluating the worth of college courses are their ability to stimulate and challenge the intellect, their capacity to evolve students into wholesome persons, etc. In other words, the key question to be asked is whether the course will lead students to grow into socially, morally, and intellectually responsible adults. Moreover, we should never prematurely conclude that â€Å"conventional academic subjects are superior to others. We should investigate. We should ask teachers to justify what they do in light of the criteria we establish, and we should continually ask penetrating questions about the criteria themselves.† (Noddings, 2006, p.285) Falling back on the Deweyite philosophy, education is much more than a means to an end – it is an end in itself. Hence, the marketability of skills in the job market, the pecuniary benefits of a particular ski ll, etc should not be the key criteria determining course content. In this scenario, it is likely to be the case that students, when given complete freedom, will dismantle the prevailing set of narrow criteria. They are likely to follow their interests and passions without considerations of the job market, or monetary rewards, which will lead to decentralization of the national economy. Hence the effects of student freedom touch the realms of economy, society, culture and beyond. The dangers of a rigid top-down approach to curricula are highlighted by events in American legislature. For example, â€Å"bills challenging the premise that faculty and colleges should determine curriculum and select teachers have been introduced in fifteen states and the U.S. Congress, but none has advanced to become law†. (Bradley, 2005, p.9) This is good news, because the proposed bills, which spring from the unofficial document circulated by David Horowitz titled Academic Bill of Rights, is based on a neoconservative social agenda. According to the proposal, the government will play an overarching role in curricula and pedagogy and in faculty recruitment and promotion in both public and private institutions of higher education. In a testimony submitted to the California legislature, an opponent of the bill pointed out that when enacted, the law will â€Å"damage higher education by inviting nonprofessional criteria for evaluation, by encouraging the false idea that the content of teaching and research can be helpfully classified in popular political categories, and by inviting costly litigation.† (Bradley, 2005, p.9) Hence, the flaws inherent in the Academic Bill of Rights (a euphemistic term) suggest that freedom should thrive at the level of colleges if not at the level of students. In other words, if giving students the freedom to frame their curriculum is too utopian an idea, then at least autonomy at the college administration level is a basic requirement. Only then will the academia see diversity of thought and dynamism in scholarship. Such an environment is conducive for positive social action, which is essential for the proper functioning of democracy. If complete freedom for students sounds unrealistic, then educationists will at least have to agree to a more flexible approach to curricula. Periodic review of curricula based on student feedback and broad-based survey of society and economy is a feasible option. Indeed, curriculum revision can be a positive experience that benefits all stakeholders. These include students, teachers, support staff, etc. References Bradley, G. (2005, July/August). Bills Challenge Faculty Control over Curriculum. Academe, 91(4), 9+. LaCursia, N. (2010). Implementing a Four-Phase Curriculum Review Model: With This Model You Can Review and Modify a Curriculum in Any Discipline, at Any Level, from Elementary School to College. JOPERD–The Journal of Physical Education, Recreation Dance, 81(9), 39+. Noddings, N. (2006). Rethinking the Benefits of the College-Bound Curriculum. Phi Delta Kappan, 78(4), 285+. Robertson, A., Smith, B. (Eds.). (1999). Teaching in the 21st Century: Adapting Writing Pedagogies to the College Curriculum. New York: Falmer Press.

Free Essays on WAr In The Air

THE WAR IN THE AIR For a saving grace, we didn't see our deceased, Who rarely bothered coming home to die But simply stayed away Somewhere out there, in the clean war Seldom the ghosts come back bearing their tales Of hitting the lithosphere, the incompressible sea, But stayed up there in the passing winds, Shades fading in the mind, The dead who had no graves but only epitaphs Where never so many spoke for never so few At home widows wait and wait Crying for their man That was the good war, the war we won As if there was no death, for goodness’ sake. With the help of our â€Å"protests† towards war They died†¦. In the air, in the empty air.... Free Essays on WAr In The Air Free Essays on WAr In The Air THE WAR IN THE AIR For a saving grace, we didn't see our deceased, Who rarely bothered coming home to die But simply stayed away Somewhere out there, in the clean war Seldom the ghosts come back bearing their tales Of hitting the lithosphere, the incompressible sea, But stayed up there in the passing winds, Shades fading in the mind, The dead who had no graves but only epitaphs Where never so many spoke for never so few At home widows wait and wait Crying for their man That was the good war, the war we won As if there was no death, for goodness’ sake. With the help of our â€Å"protests† towards war They died†¦. In the air, in the empty air....

DISCUSS THE NURSING ASSESSMENT AND MANAGEMENT OF A PATIENT WITH Essay

DISCUSS THE NURSING ASSESSMENT AND MANAGEMENT OF A PATIENT WITH HYPOGLYCAEMIA EMERGENCY - Essay Example nerves, and blood vessels. Pancreas: The pancreas is a gland that lies behind the stomach; it is a compound gland with both exocrine and endocrine components. The endocrine component is secreted in the islets of Langerhans, and this comprises of two hormones, glucagon and insulin. Within the islets, there are beta cells that secrete insulin (A Dictionary of Nursing, 2003).Pathophysiology of Diabetes: Diabetes results from deficient insulin secretion, decreased insulin action, or both. Many causative pathologic processes may be involved ranging from autoimmune destruction of beta cells of the pancreas to incompletely understood processes that result in insulin resistance. In both the mechanisms, there is strong evidence of a genetic counterpart. Whatever may be the mechanism of injury, deficiency of insulin leads to production of large volume of urine and excessive thirst. The excess sugar in the blood draws water, and the excess sugar starts appearing in urine, thereby leading to a loss of sugar in the urine. This results in weight loss, and the patient not only becomes thirsty, but also hungry. (A Dictionary of Nursing, 2003). Types of Diabetes Mellitus: Depending on the pathologic mechanism causing diabetes, diabetes has been classified into two types. One, where there is absolute deficiency of insulin due to destruction of islet cells, so the patients are entirely dependent on insulin for counteracting this deficiency state. This usually starts in childhood or adolescence, and this is termed as IDDM or insulin-dependant diabetes mellitus or type 1 diabetes mellitus. The other, where there is insulin resistance and... "hypoglycaemia n."Concise Medical Dictionary. Oxford University Press, 2002. Oxford Reference Online. Oxford University Press.British Council Delhi.2 May 2007http://www.oxfordreference.com/views/ENTRY.htmlsubview=Main&entry=t60.e4784 "insulin n."Concise Medical Dictionary. Oxford University Press, 2002. Oxford Reference Online. Oxford University Press.British Council Delhi.2 May 2007http://www.oxfordreference.com/views/ENTRY.htmlsubview=Main&entry=t60.e5064 "pancreas n."A Dictionary of Nursing. Oxford University Press, 2003. Oxford Reference Online. Oxford University Press.British Council Delhi.2 May 2007http://www.oxfordreference.com/views/ENTRY.htmlsubview=Main&entry=t62.e6551

Illicit Trafficking of All Types Research Paper

Illicit Trafficking of All Types - Research Paper Example The activities along these ports have attracted human traffickers, drug barons and even terrorists. Many South American illegal goods find their way in Africa through the ports in the Indian Ocean. This may be attributed to corruption and poor custom laws and regulations (Ploch, 2010). With the effects of the trafficking activities affecting many international countries the sensitivity of the matter has increased. In this paper I will focus on Kenya activities along the Kenyan coast. The paper will focus on human, drugs and weapon trafficking in Kenya. Additionally, it will focus on the effects of these activities in the country and the international community. The paper will have an insight on how the trafficking activities affect the United States. Kenya’s port city of Mombasa is one of the largest cities along the coast of the horn of Africa. Neighboring countries like Uganda and Rwanda use the port for export purposes since they are landlocked. This has made the port becom e the largest port in East Africa. This has attracted interests from many illegal stakeholders. First on focus is the issue of weapon trafficking. According to Shelly (2010) about 5,000 illegal firearms enter the country on an annual basis. These weapons find their way into the hands of interested people in the country. They are later sold at cheaper prices to pastoralist communities and other illegal gangs. In other instances, the firearms end up in other neighboring countries. Apart from the trafficking of firearms, explosive devices in Kenya are also on the increase. During this year, the country has had about seven explosive attacks in major cities. The explosives used in the scenes are said to have originated from a foreign country. Most firearms in Kenya are usually from the neighboring Somalia or destined to Somalia. Somalia is an unstable country, hence, traffickers find it an easier route to smuggle weapons to Kenya. Weapon trafficking in Kenya also involves top government officials. These powerful individuals are usually the masterminds of trafficking activities in the country. This hinders any investigative procedures from taking place. Weapon trafficking in Kenya has greatly affected the United States. In the year 1998 the US embassy was a main target in a terrorist attack in Nairobi. The terrorist attack was the worst attack experienced in the country. The Al- Qaeda group claimed responsibility for the attack and said it was aimed at destroying the US embassy. This was evidence that weapon trafficking in the country is a more complicated and strategized crime (Clinton, 2010). The United States government had to highly compensate the victims of the attack. Drug trafficking in Kenya has also been an emerging issue as far legality is concerned. Through its coastal town Mombasa, drugs enter the country from South American countries. Large consignments of drugs find their way to Kenya through various entry points. Entry points include border with neigh boring countries, through airports and majorly through the port of Mombasa. In the coastal city, many youths are now in rehabilitation centers after being exposed to drugs at a very young age. Many youths turn into small scale peddlers. They sell the drugs to school students and other young people. This has destroyed the young generation in Kenyan coastal region. Just like the weapon trafficking menace, powerful personalities are greatly involved in the smuggling of drugs into the country (Ploch, 2010). From the coastal

WASSENAAR ARRANGEMENT ON EXPORT CONTROLS FOR CONVENTIONAL ARMS AND Essay

WASSENAAR ARRANGEMENT ON EXPORT CONTROLS FOR CONVENTIONAL ARMS AND DUAL-USE GOODS AND TECHNOLOGIES - Essay Example This regime must define the tools under control through identifying software characteristics that are malicious and placing them to export controls (Granick & Fidler 2014, p.1). It has 41 states, and each state implements its arrangement separately. Legally it is not binding and is not a treaty. Some sellers would be required to obtain licenses if implemented in United States. It will bring controls on IP network surveillance systems and intrusion. Software intrusion includes a wide range of used and legitimately traded network security tools. What the provision of IP network surveillance means to vendors over information exercise control inflow and outflow in this network system (Granick & Fidler 2014, p.2). The limitation of the languages is that it is designed to avoid security features on a device. Software exports also have debate issues on how to regulate computers vulnerabilities in the market and encryption export controls. Application of software intrusion is on military weapons and knowledge exchange. Weaknesses of Wassenaar arrangement is that some defectors are allowed to access opportunities due to lack of implementation and the black market an d software are easily transferable (Granick & Fidler 2014, p.3). In conclusion, the aim of Wassenaar is to report members exporting information and destabilizing accumulations of technologies and dual-use items. There is the need for clarity of this changes and objections as countries start implementing them. Clarity will enhance sustainability of these

Baz Luhrmanns Romeo And Juliet Review Film Studies Essay

Baz Luhrmanns Romeo And Juliet Review Film Studies Essay Baz Luhrmann brings a unique visual style to William Shakespeares renaissance tragedy Romeo and Juliet. Set in a modern Verona Beach, Luhrmann sets the assertive and trendy tone of his adaptation within a decaying Miami City. Within minutes, the opening TV prologue hurls us into the white-hot intensity of the two warring families, bombarding the audience with chaotic action scenes and passion. Constructing an edgy and dynamic environment, his brash interpretation uses rapid cuts and erratic zooming techniques to create a comic strip style sequence against the multicultural backdrop of the graffiti scattered streets of Verona. Though effective, the restlessness of the camera becomes confusing, slicing the action into short, sharp images that can mystify rather than illuminate. Such fervent action so soon into the film is dizzying and unexpected. Luhrmann attracts the audience with his lively cinema style, speeding up the action to hype up the confrontation and the rivalry of the two f amilies alongside an intense soundtrack of contemporary and popular music. As a contemporary film director, Luhrmann clearly values the younger audience who would usually only come into contact with Shakespeare in a school environment. This could explain the roaring energy of car engines and elaborate guns instead of horses and swords originally used in earlier productions. Encompassing the elegance of Shakespeares text, Luhrmann introduces the star crossed lovers in a tender exchange of affectionate eye contact across the shimmering light of an aquarium. The pair follow each other across the length of the glass in an enduring and delicately youthful and romantic moment, capturing the innocence of the fated pair. Luhrmann creates a sensual and glamorously romantic atmosphere whenever the lovers meet alone. The balcony and swimming pool scene in particular surrounds the pair in a glimmering sheen of water and light. Luhrmanns use of atmospheric lighting leaves the audience to swoon, drinking in the glow of the dreamy eyed couple as they exchange their most iconic and enduring dialogue. Though their love is prohibited by tradition, ego and prejudice in the society of Verona, Luhrmann exposes Shkespeares drama to a contemporary world without limits, modernising the play with radical scenes of drug use, drag queens and public brawls. A couple so concerned w ith the traditional morals of their families in a world of law breaking and promiscuity comes as a stark contrast which at times, is unconvincing. As the audience enjoy the rowdy and loose morality at the Capulet Ball, it is initially somewhat difficult to believe that two young people in love would not act upon their passionate attraction. However, the undeniable beauty of the couples love is infectious. As they lie in the church lit by thousands of candles, the beauty of Shakespeares romantic tale is undeniable in the soft, atmospheric style with which Luhrmann combines light and opulent religious design to glamorize the tragic scene in which the love affair comes to an end. The language used in this film is lifted from the pages of Shakespeares text; which is surprising and pleasing as the dialogue fits seamlessly into the style of the film. Luhrmann has stripped the dialogue right down the necessities in order to sell to a commercial younger audience who may not understand the complexities of the original dialogue. The bare bones of the text are delivered confidently, notably by Friar Lawrence. Actor Pete Postlethwaites portrayal of the Friar as a new age herbalist gives the audience a glimpse of Shakespearean imagery and rhythm as he optimistically agrees to marry the pair in a bid to turn the households rancour to pure love. Similarly, Harold Perrineaus portrayal of Mercutio adds an exotic and audacious tempo to the film. Perrineau portrays him as entrancing and compelling, emphasising Shakespeares skilfully witty character, which becomes most poignant during his speech before they are due at the house of Capulet. The volatile style in which he prese nts this famous speech builds from a jovial and bawdy exchange with Romeo at the steps of a run-down theatre, to an explosive and passionate conclusion. Delivered naturally, Luhrmann heightens suspense by climaxing the speech with a furiously bright light and sound of a single firework. The audience are brought to a peak of tension and anticipation, unsure where this volatile character will take them next. As well as presenting an aggressively modern adaptation with the setting and language of the play, Luhrmanns interpretation of Shakespeares tragedy is styled inventively by costume designer Kym Barrett. The clothing is eclectic and riotously colourful, complimenting the up-beat and psychedelic style of the film. Reflecting the disposition of the characters, Kym Barrett dresses the characters as a portrayal of their position in the society within the plot. The contrasting morality within the generations and conflicting traditions between the families is illustrated by the way they dress. The Capulet boys for instance, are dressed in smart and formal suits throughout the film, proudly reflecting their traditional Latino heritage which Luhrmann portrays. Creating a contrast, the Montague boys are dressed in very casual beach shirts and board shorts, illustrating the less mature and jovial features of their characters. In a comparison to the younger members of the cast, the parental and authoritative figures are dressed in expensive and regal clothing, suggesting the traditional values of their society. Both women at the head of each household are seen to be dressed in the luxurious clothing typical of wives of influential men. As their wealth is illustrated in the elegance and glamour of their dress, the authority that their husbands hold within the city is also established. It is interesting to note that Luhrmann includes a modern style drag queen in this adaptation, dressed in a provocative and bold sequined outfit. Though not unknown in the other Shakespearean plays, cross dressing, most involve women dressing as men. Mercutios flamboyant style of dress at the Capulets ball is an expression of sexuality ineffectual to the plot, not a central theme to the resolution of the plot as in many of Shakespeares plays. Luhrmann heightens the aesthetic sexuality in his film adaptation to attract a younger and more contemporary audience. The romantic characters of the fil m remain innocent. Dressed to reflect her youth, Clare Danes instils the naivety and youthfulness of Juliet in a modest white dress and plain style of hair and make-up. Similarly, Romeo reflects her adolescence and compliments her dress, choosing a simple black suit and tie. Before they fall in love, the audience can pick up on their compatibility by the harmonizing styles of the lovers. The costumes and setting of the film generate an up-beat and boldly elaborate overall vision. The audience are bombarded by an audacious and lively interpretation complimented by an energetic soundtrack and attractive cast. Though incredibly pleasing on the eye, Luhrmanns concentration on the aesthetics of the film does sacrifice the story and dialogue for style. However, this interpretation of Shakespeares classic does bring renaissance drama into the 21st century. Luhrmann tells the story in an edgy and fast paced film which smashes the Shakespeares stereotype of stodgy, uninteresting plays that are difficult to understand. As a director, Baz Luhrmann revisits the play with great attention, choosing to only leave out scenes that are really futile to the plot. This may be due to the audience his film is designed for, catering for the commercial audience who require more of the action and romance than the subtleties of Shakespeares dialogue. His style of directing is sometimes intrusive, zooming in and speeding up the action in a way which draws the audience in, almost too close to the drama. His wild style of filming places the audience into the action immediately, which at times, particularly the opening scene, is obtrusive and gaudy. This adaptation of Romeo and Juliet is significant in that only one other film edition is recognised with the same commercial acknowledgement. Franco Zeffirellis 1968 adaptation is a traditional take on the play, set in the 15th century Renaissance period and filmed entirely in Italy. With only one other well-known film version of the play, Luhrmanns film has become an important alternative to the conventional style of renaissance drama. Largely shot in Mexico City, there is a strong unapologetic ambience, giving the film more of an attitude than the traditional setting of Verona. Luhrmanns definitive rendition of the play is outrageously narcissistic and easy on the eye, opening the world of Shakespeare to a wider audience in a contemporary and brash interpretation that leaves the commercial audience wanting more of Shakespeares compelling drama.

Shakespeare As You Like It: Effective Use Of Sound In Jaques Speech :: essays research papers fc

Shakespeare' As You Like It: Effective Use of Sound In Jaques' Speech As infamous as Shakespeare is, and as well known as his works are, some prose are just simply more extraordinary than the rest. There are many ways to look at Jaques speech, such as use of language or imagery yet, something we often do not reflect on is the sound of the prose. When reading this particular speech, the subject is directly related to the sounds Shakespeare has chosen. We are guided gracefully through the stages of life in twenty-seven lines. As it is read aloud, the reader hears the actual sounds that each stage exhibits, and finds themselves part of the speech, experiencing it, as opposed to merely reading it. The introduction is like a drum-roll before the show starts. The intonation at which the reader proceeds begins with a high sound due to† ...(a)ll...† 1 being the first word. The ‘aw' sound is repeated at the beginning and three times during the next sentence, â€Å"And all the men and women merely players;† (2.7.140). The next sentence is lower in pitch, using a lower ‘ e' sound â€Å"..exit and their entrances,† (2.7.141). Reappearing in the final two sentences, before the actual ages begin, is the ‘aw' sound. The fluctuation like that of a ring master, is striving to gain attention before the show starts. The first three stages can be considered the childhood progressing into adulthood stages. â€Å"Mewling and puking...† (2.7.144), are two words, which when said, they are slurred and unclear, much like that of the speech of an infant. The ‘ew' in mewling and the ‘you' sound in puking are common noises from young children. Next we reach the schoolboy stage. Young men are often reluctant to attend school, and their protests take the form of â€Å"...whining...† (2.7.145). When the word whining is pronounced, it sounds like a whine. The word starts with a dragged out ‘why' sound, making the reader again feel like they are making the sounds which are pertinent to that age. Words associated with lovers are soft and flowing, much like those used by Shakespeare in the prose of this age. â€Å"Sighing like furnace, with woeful ballad† (2.7.148), depict more emotion than seen within the prior two stages. When sighing is pronounced, it takes the form of an actual sigh, causing the reader to actually act out the verb instead of simply speaking it. The three initial stages are complete, leaving the reader dangling on the edge of adulthood. Soldiers are usually equated with fast wit and decisiveness. The use of short words and short sounds emphasize these next five lines of prose in