The Fourth Estate

The program I mentioned (Audacity- click-through for more info) cleared up the sound nicely. However, because the original tracks were so bad, the cleaned-up ones are a little echoy and robot like, but I think it's still a lot better.

I also added an end sequence, with a 'closing thoughts' kind of bit, then a credits thing with my name and the class it's for.
again, comments would be welcome. In particular, I'd like to know if the sound really is that much better. I think it is, but that could be the placebo effect.

TSA screenings

I have to write stuff down to think about it, so;

I think that screenings that work should be allowed- you choose to fly, and give up your "right" to privacy by choosing to use the service. That said, "enhanced pat-downs" seem like more trouble than they're worth- in fact, they wouldn't have caught the "underwear bomber." Here is abother source that thinks the TSA's new policies are unconstitutional. That article also seconds the fact that the scanners don't work!

Ergo:

Intro
Discuss situation, mention current events
John Tyner
Thesis (efficacy, invasivenes define constitutionality)

Body
I
Efficacy

II
Invasiveness

III
Constitutionality

Conclusion
offer alternative- blob machine
mention profiling? (Israeli method, why it couldn't work here- discuss?)

EDIT: After considering, I think that since this will be an in-class essay, I should probably stick to a very specific topic, and not encourage my propensity to go off on tangents. So I'm not going to talk about profiling or the Israeli method of airport security.

Project video

It's a video. Hope you all like it.
As always, comments would be very appreciated.

Video assignment?

Does anyone else have any idea how this whole video thing is supposed to work?
It's really mystifying me... I'm drawing a complete blank about how to go about it.
Any pointers, thoughts, or random comments would be appreciated right now. Thanks!

research paper

This is it, in its (current) entirity. as always, comments would be welcome. hope y'all like it.

Reform in Audacity: Requiring Uniforms in Public Schools

by

Robert W. Dickens

EN 101 H-1

Dr. Kerr

19 November 2010

 

            Twenty-seven years ago, a now constant dialog about the state of America’s public schools began. The first of many papers, books, and discussions of the flaws in American public schools was A Nation at Risk (Toppo). Completed and presented in 1983, A Nation at Risk was an indictment of the public school system. The report is based in the fact, stated by the Greek writer Diogenes that, “The foundation of every state is in the education of its youth (Asvestas).” His statement guided the production of A Nation at Risk and informed the subsequent debates. Since then, many reforms have been proposed as means to fix the public school system.

            One of those reforms is requiring students to wear uniforms. To avoid misunderstandings, exactly what is meant by the various terms used here must be stated. Here, “dress code” is used to refer to a negative policy- one which controls student dress by prohibiting specific clothing. In contrast, “school uniforms”, “school uniform policy”, and “uniform policy” are used interchangeably to mean a positive policy- one that mandates a certain action. However, school uniform policies range in strictness, from ones which require one outfit to be worn every day to others that specify acceptable components which may be combined as the student wishes. It is that latter sense that the term will be used here. An example of that type of policy would be one which required belted blue, black, or khaki slacks, with girls permitted to wear skirts of the same color is they wish, and a solid color, tucked in polo shirt in blue, red, green, brown, or white.[1] Using a policy of that sort, it would not be unusual for a school to require the items to be bought through the school itself, so they control the fit and cut of the items.

            Thirteen years after A Nation at Risk, in his State of the Union address, President Clinton became an advocate of school uniforms, calling for their use to correct behavioral problems (Clinton). However, before any discussion of uniforms begins it is necessary to establish the constitutionality of requiring students to conform to a uniform policy. The effect on academic achievement must also be examined, as if uniforms are harmful to that and, they must not be adopted. Once that is settled, the claims of advocates can be examined. The best known example of a large scale school uniform policy is the Long Beach Unified School District (LBUSD) program; it began in 1994 as, essentially, a measure to prevent delinquent behavior on the part of the students (Kennedy). The backers of the policy claim that it caused, at least in part, large reductions in crime (Mancini). This argument leads in quickly to the argument of uniforms as a security measure, as outsiders are much easier to identify when the student body is in uniform. Last is the argument of simplicity. This is the fact that a school uniform policy eliminates the many shades of gray associated with a dress code, while accomplishing the same end. There are clear-cut distinctions, as opposed to inherently subjective applications of often complicated rules (Viadero).

            Having examined some of the points and counter points in the school uniform debate, this paper will attempt to present a moderated case for school uniforms. In this case, evidence appears to support a third way as opposed to one extreme. One of the most vocal critics of uniform policies, the sociologist David Brunsma, is a critic only because he believes that educators are not examining empirical data closely enough before acting on this topic (Interview). On the other side, advocates claim that uniforms will solve all that is wrong with the American school system. Between those two points, it is clear that school uniforms do not create achievement or eliminate social ills. However, they are a visible and clear declaration of purpose; providing educators with momentum to change a school or district for the better. Combined with targeted programs, school uniform policies can be a potent tool for improvement in the classroom.

            In terms of constitutionality, school uniform policies are challenged fairly often on First Amendment grounds. Those who agree with the position that school uniform mandates are not constitutionally viable often quote the Supreme Court’s decision in Tinker vs. Des Moines, “It can hardly be argued that either students or teachers shed their constitutional rights to freedom of speech or expression at the schoolhouse gate.” However, the case in question was comparably simple- the students wished to wear black armbands in addition to their uniforms, which is a completely reasonable extension to a uniform policy (Tinker). Such objections are easily silenced by allowing students some degree of latitude in terms of adornments to their uniforms. In broader a broader challenge, federal courts have upheld mandatory uniform policies in Arkansas, although the matter has not come before the Supreme Court in that form (Darden). From this, it is fairly clear that the First and Fourteenth Amendments do not prohibit the creation of mandatory school uniform policies.

            Academic achievement is a common argument in favor of school uniforms. Most of these advocates align with Mark Twain, “Clothes make the man. Naked people have little or no influence in society (Twain).” The study most often cited by advocates of the position that school uniforms are a positive effect on academic achievement is School Uniforms, Academic Achievement, and Uses of Research by Ann Bodine of the University of Texas, San Antonio. She claimed that an improper use of statistical techniques resulted in a previous study falsely concluding that uniform policies are neutral if not harmful. The crux of her argument is the claim that the previous researchers improperly focused on Catholic schools with uniform policies, which are overrepresented in those schools with uniforms (Bodine).

            Those previous researchers, David L. Brunsma and Kerry Ann Rockquemore, responded to Bodine’s accusations in a second paper, Statistics, Sound Bites, and School Uniforms: A Reply to Bodine. They explain the mistake that Bodine made in her analysis of their previous work. Brunsma and Rockquemore show their work in a different pattern, explaining how the correlation that Bodine claims was not counted properly was actually included. They also explained how their extrapolation was warranted from the dataset they used (Brunsma and Rockquemore). However, their claim remains weak in the technical sense, meaning that it only makes a claim that is small in magnitude. They state the small claim, “Policymakers who are interested in raising academic achievement should not count on school uniforms to deliver an academic miracle.” (Brunsma et al.)

            From those two contradictory positions, we can, with our limited knowledge, assume that either Bodine is correct or Brunsma is correct. Examining each possibility in turn shows why academic achievement should not be used to justify school uniforms, but also not to argue against them. If Bodine is correct, then school uniforms are beneficial and should be adopted for that reason alone. If Brunsma is correct, then there is no counter argument. No matter which alternative is chosen, the current research does not invalidate nor vindicate the arguments of those who would adopt mandatory uniform policies.

            The previous two examples explain the major obstacles to school uniform policies, and why the opponents’ arguments are not sufficient to make a powerful negative argument about school uniforms. As it has been established that school uniforms are permitted, and are not harmful to achievement, arguments for school uniforms can be reasonably considered. The first of these is a simple security problem for schools: how can outsiders be identified in the school? The second is the argument that students in uniform are better behaved and tend to attend school more. The third is the argument from simplicity- school uniform policies are far easier to enforce than dress codes.

            The security problem is partially solved by uniform policies, as a clear uniform policy allows security personnel to tell at a glance whether a person does not belong (Viadero, Uniforms). There are problems with that line of argument; the largest hole is that an intruder could easily get around the problem by dressing similarly to the students (Wilkins). However, strong school uniform policies would give security personnel an additional tool to identify those that don’t belong. The security officer of Stephen Decatur Middle School, in Clinton, Maryland, commented in an Education Week article, “I can scan a whole group of folks and see those people that belong to Decatur.” (Viadero) This argument is a fairly simple one, it distills to the fact that similarly dressed students cause outsiders to stick out.

            Another common claim of school uniform advocates is that school uniforms reduce all manner of poor behavior in students. The classic example of backers is the Long Beach school district in California. In the three years following their enactment of a uniform policy, school crimes dropped by 36% (Mancini). This would seem to be an open and shut statement of effect, but Long Beach’s school uniform policy was part of a much wider reform (Brunsma and Rockquemore). They propose a theory of uniform policies as a catalyst for greater change in a school system, stating:

Instituting a uniform policy can be viewed as analogous to cleaning and brightly painting a deteriorating building in that on the one hand it grabs our immediate attention; on the other hand, it is only a coat of paint. That type of change attracts attention to schools and implies the presence of serious problems that necessitate drastic change. (Brunsma et al.)

This spirit is exactly what is needed in America’s public schools- an acknowledgement that the current system is broken, and in sore need of repair. While Brunsma’s research also finds that student behavior does not change with uniform policy, many school teachers and administrators disagree. They claim that students are better behaved, but their statements are only anecdotal (Viadero, Mancini, Schachter).

            This contradiction seems irresolvable. The teachers, who deal with the students every day, claim that they are better behaved, and issue fewer citations (Schachter). Brunsma’s claims recites the scientific line, ‘correlation does not equal causation’. They are both correct, the teachers in that the students are better behaved, and Brunsma in that the uniforms may not be the cause. However, the middle ground is likely correct and very much worth taking. Uniforms are a visible declaration of purpose, and act as a method of showing immediate results while other, different reforms work in the background.

            The argument for school uniforms based on simplicity is fairly clear. When the rules are simple- some combination of these elements, and nothing else, must be worn, all guesswork is eliminated from a school’s clothing policy. Almost all policies are similar have a recurring line similar to this one from Frederick High School’s dress code: “that could substantially disrupt or materially interfere with school activities are prohibited (Dress).” Consider that line. It does not define what would substantially disrupt school activities. A teacher, is, then, on their own when it comes to defining, enforcing, and defending their choices regarding dress code violations. The policy is so broad and vague as to be meaningless. To quantify such a statement would be hugely difficult, if not impossible. When that approach is seen as impractical, uniform policies are a natural alternative. They allow for schools to prohibit distracting or disruptive dress without the problems explored previously.

            Those five points, in their two categories, present an argument for the adoption of school uniform policies. The first two points show how the stumbling blocks of uniform policies are overcome- they are not unconstitutional, nor are they harmful to the academic purpose of schools. Individually, the claims of the advocates are weak, even if defensible. However, when seen together, they acquire more weight, as uniform policies solve or begin to solve many problems for schools and their administrators. Finally, there is Brunsma’s statement about uniforms as a catalyst. If he is correct in his statement, it would be foolish for school reformers to give up such a potentially potent proposition to placate those in opposition. For those reasons, school uniforms, as part of a larger reform project, should be used in the American public school system.

---

[1] That sample policy allows for 15 choice for boys and 30 choices for girls. Of course, that calculation does not take into account which color combinations someone might actually wear.

Works Cited

Asvestas, Dimitivos. “OPINION: The foundation of every state is the education of its youth.” The Gown. N.p. 2 Nov. 2010. Web. 10 Nov. 2010. <http://www.thegown.org.uk/2010/11/02/opinion-the-foundation-of-every-state-is-the-education-of-its-youth/>

Bodine, Ann. “School Uniforms, Academic Achievement, and Uses of Research.” The Journal of Educational Research 97.02 (2003): 67-71. EBSCO. Web. 10 Nov. 2010.

Brunsma, David L.; Rockquemore, Kerry A. “Effects of Student Uniforms on Attendence, Behavior Problems, Substance Use, and Academic Achievement.” The Journal of Educational Research 92.01 (1998): 53-62. EBSCO. Web 10 Nov. 2010.

Brunsma, David L.; Rockquemore, Kerry A. “Statistics, Sound Bites, and School Uniforms: A Reply to Bodine.” The Journal of Educational Research 97. 02 (2003): 72-77. EBSCO. Web. 10 Nov. 2010.

Clinton, William. “1996 State of the Union Address.” United States Executive Branch. Washington, D.C. 23 Jan. 1996. Address. Web. 10 Nov. 2010. <http://clinton4.nara.gov/WH/New/other/sotu.html>

Darden, Edwin C. “What Not to Wear.” American School Board Journal. Jan 2008: 36-37. Print.

“Interview: Clothes-Minded.” Teacher Magazine 16.06 (2005): 14-15 . Web. 10 Nov. 2010. <http://www.teachermagazine.org/tm/articles/2005/05/01/06interview.h16.html>

Kennedy, Michael. “A Fashion Statement With Real Meaning.” LA Times. 19 Aug 1995. Web. 10 Nov. 2010. <http://www.lbusd.k12.ca.us/uniforms/article_10.cfm>

Mancini, Gail Hinchion. “School Uniforms: Dressing for Success or Conformity?” Education Digest 63.4 (1997) Academic Search Premier. EBSCO. Web. 10 Nov. 2010. <http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=1636&site=ehost-live>

Maryland. Frederick High School. “Dress Code.” N.d. Web. 10 Nov. 2010. <http://fhs.sites.fcps.org/dresscode>

Tinker v. Des Moines Independent Community School District, 393 U.S. 503 (1969). Web. 10 Nov. 2010. <http://www.law.cornell.edu/supct/html/historics/USSC_CR_0393_0503_ZO.html>

Toppo, Greg. “'Nation at Risk': The best thing or the worst thing for education?” USA Today. Web. 10 Nov. 2010. <http://www.usatoday.com/news/education/2008-04-22-nation-at-risk_N.htm>

“Twain Quotes” twainquotes.com. N.p., n.d. Web, 10 Nov. 2010. <http://www.twainquotes.com/Clothes.html>

“Uniforms Rule.” Newsweek. 4 Oct. 1999: 72. Opposing Viewpoints Resource Center. Web. 10 Nov. 2010. <http://find.galegroup.com/gps/infomark.do?&contentSet=IAC-Documents&type=retrieve&tabID=T003&prodId=IPS&docId=A55891265&source=gale&srcprod=OVRC&userGroupName=fred30208&version=1.0>

Viadero, Debra. “Uniform Effects?” Education Week 24.18 (2005). Academic Search Premier. EBSCO. Web. 10 Nov. 2010. <http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=15768986&site=ehost-live>

Schachter, Ron. “Do Clothes Make the Student?” District Administration. May 2005: 46-49. Print.

Wilkins, Julia. “School Uniforms: The Answer to Violence in American Schools or a Cheap Educational Reform?” The Humanist. March/April 1999: 19-22. Print.

school uniforms introduction

This is what I have so far, it is my complete introduction- I'm going to move along to the body shortly. Thoughts? I'm particularly interested in whether you all thought that my organization was made clear enough- I'm worried that it isn't obvious enough. Thanks!

            Twenty-seven years ago, a now constant dialog about the state of America’s public schools began. The first of many papers, books, and discussions of the flaws in American public schools was A Nation at Risk (USA Today cite). Completed and presented in 1983, A Nation at Risk was an indictment of the public school system. The report is based in the fact, stated by the Greek writer Diogenes that, “The foundation of every state is in the education of its youth.” His statement guided the production of A Nation at Risk and informed the subsequent debates. Since then, many reforms have been proposed as means to fix the public school system.

            One of those reforms is requiring students to wear uniforms. To avoid misunderstandings, exactly what is meant by the various terms used here must be stated. Here, “dress code” is used to refer to a negative policy- one which controls student dress by prohibiting specific clothing. In contrast, “school uniforms”, “school uniform policy”, and “uniform policy” are used interchangeably to mean a positive policy- one that mandates a certain action. However, school uniform policies range in strictness, from ones which require one outfit to be worn every day to others that specify acceptable components which may be combined as the student wishes. It is that latter sense that the term will be used here. An example of that type of policy would be one which required belted blue, black, or khaki slacks, with girls permitted to wear skirts of the same color is they wish, and a solid color, tucked in polo shirt in blue, red, green, brown, or white.[1] Using a policy of that sort, it would not be unusual for a school to require the items to be bought through the school itself, so they control the fit and cut of the items.

            Thirteen years after A Nation at Risk, in his State of the Union address, President Clinton became an advocate of school uniforms, calling for their use to correct behavioral problems (cite).Before any discussion of uniforms begins it is necessary to establish the constitutionality of requiring students to conform to a uniform policy. Once that is settled, the claims of advocates can be examined. The best known example of a large scale school uniform policy is the Long Beach Unified School District (LBUSD) program; it began in 1994 as, essentially, a measure to prevent delinquent behavior on the part of the students (cite). The backers of the policy claim that it caused, at least in part, large reductions in crime (cite). This argument leads in quickly to the argument of simplicity- a school uniform policy eliminates the many shades of gray associated with a dress code, while accomplishing the same end. There are clear-cut distinctions, as opposed to inherently subjective applications of often complicated rules (cite needed). A very important matter, however, is the scholastic effect of uniforms. If they are detrimental to student learning, that should be weighted highly in any analysis of benefits and costs. Lastly, in the wake of so many school shootings, uniforms have been presented as a security measure, as outsiders are much easier to identify when the student body is in uniform.

            Having examined some of the points and counter points in the school uniform debate, this paper will attempt to present a moderated case for school uniforms. In this case, evidence appears to support a third way as opposed to one extreme. One of the most vocal critics of uniform policies, the sociologist David Brunsma, is a critic only because he believes that educators are not examining empirical data closely enough before acting on this topic (clothes-minded cite). On the other side, advocates claim that uniforms will solve all that is wrong with the American school system. Between those two points, it is clear that school uniforms do not create achievement or eliminate social ills. However, they are a visible and clear declaration of purpose; providing educators with momentum to change a school or district for the better. Combined with targeted programs, school uniform policies can be a potent tool for improvement in the classroom.

---

[1] That sample policy allows for 15 choice for boys and 30 choices for girls. Of course, that calculation does not take into account which color combinations someone might actually wear.

Essay four outline

Intro:
Discussion of problems with education (A Nation at Risk?)
Uniforms as a possible solution
DEFINE TERMS (I think this is all-caps level important. so sue me)
Transition to thesis, moderate claims of advocates


Body:

Point one:
Legality


Point two:
Academics


Point three:
Security


Point four:
Behavior

Conclusion
Summarize.
Show how data does not refute claim made in thesis.
Restate stakes of education
Present as uniforms as a helpful tool in a broader strategy

EDIT: I changed the order to put legality first, as discussing uniforms without establishing that they are legal is pointless.

project utility

this link should help:

http://reviews.cnet.com/4520-11327_7-6555399-1.html

I HATE FLASH! sometimes... okay, I love flash, but it's a pain to capture.

grrr...

links for the project

timelapse (NYC):
http://www.youtube.com/watch?v=eOatupTwsok&feature=related

news montage:
http://www.youtube.com/watch?v=Dxq9XpQt3gE

edited and complete Sherrod clips:
http://www.youtube.com/watch?v=t_xCeItxbQY
http://www.youtube.com/watch?v=E9NcCa_KjXk

classical music background:
http://www.youtube.com/watch?v=36ireOG4Q84

I'm thinking I'll use some or all of these.

project notes

here is the script. I haven't edited it, but I though the phrasing was okay as it is. thoughts?

The Fourth Estate: From Traditional to Digital Journalism

            In 2008, the Internet passed newspapers as a source of news for Americans. Television remains atop that heap, but only when the population is all Americans. Among Americans aged 18-29, the Internet is the primary source of news (Internet). [insert interview clip] This change in the fourth estate may well change the American democracy at its very core, for without the press, democracy is impossible (Carlyle). With those stakes, this shift from print to digital can hardly be ignored. The crucial components of news journalism are its focus, ethics, and accuracy; examining these points will lead to a better understanding of how the shift of news to the Internet may affect the world.

            The focus of news, in this context, is what stories that news outlets deign to cover. This is important for the same reason that an “unperson” existed in George Orwell’s 1984. An “unperson” is someone who has been simply removed from history, so for all practical purposes, they never existed (Orwell). If an event is not covered by reporters and distributed, a similar effect occurs- the event never happens. As news organizations have finite resources and space, they cannot cover all stories, so some news is not distributed. Depending on who pays for the news, the focus shifts correspondingly. Currently, newspapers charge significant amounts for content, in the form of subscription fees, as opposed to relying solely on advertising (Conde). Following the money in a similar way for digital journalism, a proposal from the City University of New York Graduate School of Journalism makes a case for hyperlocal blogs, with specialized, targeted ads, as the news of the future (Hyperlocal). The hyperlocal blog would cover only local events, which would shortchange the public information function of journalism (Kovach, Rosenstiel). Without national and international news, as provided by the current model of journalism, citizens are sorely uninformed. The focus of digital news is, in CUNY’s scenario, shifting to a local standpoint. This makes a significant contrast with traditional news.

            The ethics of news reporting is concerned primarily with conflicts of interest (SPJ). In traditional journalism, the journalist is identified by name, has received training about ethical journalism, and is monitored by his or her employer. The Internet guarantees none of these things (Rigby). Lapses in ethical journalism are impossible to detect, let alone correct, without the identity of the author. The contrast here is that without identification of an author, there is no fear of posting blatantly false information online in the guise of news. In regards to another aspect of conflicting interests, the Society of Professional Journalists says that journalists are to completely avoid hybrids of news and advertising (SPJ). There are reports of illegal paid for “news” articles which are actually advertisements; this genre of writing is commonly called the “advertorial” or “promotional news” (Erjavec). This is a rather disturbing change, for without public confidence, journalists would be able to report the truth, but people might not believe them, rendering the exercise futile.

            The journalistic concept of accuracy is closely related to that of ethics. Both the Society of Professional Journalists’ Code of Ethics and the Pew Research Center’s Project for Excellence in Journalism agree that an extremely important obligation of the journalist is to the truth; very much akin to Sgt. Friday’s, “All we want are the facts” (Mikkelson; SPJ; Kovach, Rosenstiel). Without ethical practices, the journalistic commitment to accuracy dissolves quickly, as shown by Shirley Sherrod’s edited and misinterpreted speech. Andrew Breitbart, one of these new digital journalists, released a heavily edited cut of Sherrod’s comments, with the accusation that she was a racist (Blood; Breitbart). [inset clip] Had a traditional journalist, with his profession’s commitment to the truth, been contacted by an anonymous source and given an edited video, he would have attempted to verify that information. No such attempt was made (Boone, Garner). The correction and apology form is another pillar of journalism, it states that when a journalist has made a factual mistake, he should admit it frankly and apologize for it (SPJ). This traditional journalist’s approach, is in this case presented by Bill O’Reilly. He apologized after hyping the clip heavily, when it was clear that the video was incomplete, saying that he “should have done his homework” (Stolberg et. al.). This contrast between traditional and digital journalism is disturbing, if lax fact-checking becomes the standard, stories like the Sherrod controversy could become more common.

            Contrasting traditional and digital journalism in theory and in practice shows that while there are effective, ethical digital journalists, there are also rouges. The inherent anonymity afforded by the Internet could, in the future, allow for even less oversight of those who report the news. Without identification, the Sherrod controversy might have been amplified even further, and the question of who will watch the watchers would become even more startlingly relevant. Because of its crucial importance to the American system of government, the evolution of the news media is a worthy topic of discussion (Carlyle). The Internet as a source of news continues to grow in prominence, especially among the youngest Americans, therefore digital journalism will rise correspondingly (Internet). In order to survive, the Fourth Estate must change, but in order to remain the Fourth Estate, it will need to keep the guidelines which made it what it is today. Examining the differences between traditional and digital news shows where both lack, and demonstrates that the solution is likely a middle path. Digital journalism should broaden its focus to include national and international stories, in order to fill the gap left by declining traditional sources. Digital journalism, in short, must mature, much as print journalism evolved through the “yellow” journalism period. If it does so, and adopts the ethical guidelines that traditional journalism did, the Fourth Estate will continue to be more important than all (Carlyle).

I'm still brainstorming about other video stuff. I think maybe a time lapse of a city, or maybe news montage.

essay four

I'm looking at a point by point analysis, because I can't construct a really strong argument for or against. To argue either side, I need to present acumulated evidence for and against.

At least, that's my first impression. Thoughts?

Final project

Currently, I think I will use either my second or third essay. I'm leaning toward the second, it's right here, because it is a slightly more accesible topic. The essay on Malthusian theory is a little wonky, so a bit harder to edit to a wider audience.

Thoughts?

Life imitates art...

...but somehow I don't think Naylor is going to show at this one:
http://news.yahoo.com/s/ap/20101110/ap_on_bi_ge/us_fda_tobacco_18

 In any case, I think it's a wonderful idea. Now, if we can just tax them at a fair rate I'll be happy!

school uniform topic

Okay- it looks like my original difficulty with sources was temporary.
I worked thorugh the EBSCOHost results and found a bunch of useful articles.
I'm much more uncertain which side I'm on now, as the research is so small.

Essay 4 topic consideration

Okay- because I can't write anything without going through multiple topics- I'm considering writing about federal election funding. My focus would be arguing for 'sunlight provisions', or disclosure laws, with a possible emphasis on Citizens United.

Escaping Malthus (final draft)

This is my final draft of essay number three. I would appreciate any comments.

Escaping Malthus: The Contraceptive of Prosperity

            Thomas Malthus, an English economist, is well known for creating the branch of population thought known as Malthusian theory. His theory about the behavior of the human population, as stated in An Essay on the Principle of Population, says, “It may safely be pronounced, therefore, that population, when unchecked, goes on doubling itself every twenty-five years, or increases in a geometrical ratio” (Malthus). In his time, the late 18^th Century, human population did increase rapidly, but that rate of increase has slowed to a near halt in economically developed countries (Eberstadt). Something has clearly changed about the human condition since Malthus wrote his commentary. From 1798 to 2010 is a rather large time span, allowing time for many changes which may have caused the drop in fertility. This drop in fertility is called the demographic-economic paradox (Klingholz). Two particular factors which contribute to the demographic-economic paradox can be isolated. Broadly, the changes have economic and social components, more specifically, economic structure as opportunity cost, along with religion as a social norm.

            The economic structure of what are now called the ‘developed’ countries is highly specialized, with people working in one skill area ("Glossary"). Those developed countries also have a much higher percentage of inhabitants in urban areas versus rural areas than the ratio in developing countries ("Urbanization"). Those factors, specialization and urbanization, tend to contribute to a high cost of living in developed countries. Because of that high cost of living, any action tends to have more “opportunity cost.” Opportunity cost is, in economics, the loss incurred by a person by choosing a specific action over another, or by choosing to do nothing ("Opportunity"). Before the urbanization of the developed countries, there was great incentive to have many children, as each child was a net economic gain at a very young age. This is because they might work on a family farm or contribute to a family-run business (Kröhnert and Klingholz). Because of the greater urbanization of the developed countries, the people of those countries have stronger economic incentives against having many children

            The cost of having children continues to rise, reaching new heights recently: a child born in 2009 will cost a middle-class family roughly one-quarter million dollars to raise to the age of 18 (Lino). Even as the cost of raising a child increases, the opportunity cost for the mother also increases. Currently, women have a much greater chance of earning more money than men than they did in 1970, meaning they are giving up much more should they choose to take leave to have or raise a child (Fry and Cohn). Economic factors are very important to a person when deciding to change their life as much as a having a child will. On a standard psychological scale of 0-100, with 100 being the death of a spouse, pregnancy was rated a 40 in terms of stressful life events, with stress used here to mean ‘change in routine’ (Fontana). With that magnitude of change in routine, it is very likely that a person would consider the long term economic consequences.

            The economic analysis, however, does not take ideals into account. A columnist for the Washington Post, Nicholas Eberstadt, offers a well-phrased indictment of only examining the economic factors:

The main explanation for the U.S.-European fertility gap may lie not in material factors but in the seemingly ephemeral realm of values, ideals, attitudes and outlook. In striking contrast to Western Europe, which is provocatively (but not unfairly) described as a "post-Christian" territory these days, religion is alive and well in the United States. (Eberstadt)

His statement is well supported elsewhere. Three psychologists conducted a study which found that the strongly religious are far overrepresented among people with the largest families. After controlling for confounding variables, they found that religiosity continued to be the sole strong correlation (Blume et. al). Their argument hinges upon the statement, “… it is a matter of the readiness to pass up on options. Making no decision often amounts to a decision against having children. Becoming a bit pregnant is literally an impossibility (Blume et. al).” People who are strongly religious tend to hold pro-natal attitudes, and so are strongly in favor of having children. Those who are less religious tend to hold much weaker attitudes, and so do not have as many children (Blume et. al). In essence, pro-natal attitudes are directly related to religious attitudes. As one becomes stronger, the other becomes stronger, and vice-versa.

            From that information, it is safe to say that the demographic-economic paradox is fostered by a combination of economic and associated social factors. As the economy becomes more active and vibrant, cities tend to develop, bringing the higher opportunity cost of children and the lower immediate benefit children. The secularization of society which tends to accompany economic progress also contributes to the drop in fertility. In short, rising economic prosperity creates conditions which make having children costly and which cause ambivalent social attitudes toward having children (Blume et. al). This combination of causes leads to the obvious effect of escaping Malthus’s dire predictions for humanity: “…the constant tendency in the human race to increase beyond the means of subsistence (Malthus).” In addition to escaping the fate Malthus predicts, the demographic-economic paradox may actually cause a transition of the world’s demographics. The world’s population is changing from a relatively young cohort to an older, caused mainly by the decline in fertility currently occurring in the developed world (Gavrilov, Heuveline). Shifting demographics have the potential to remake society, and so deserve far more analysis. Greater attention to this topic is needed in order to understand the demographic-economic paradox and its possible effects on the human condition.

Essay four

I think that I'm going to write in favor of school uniforms. This is mostly because it's a more interesting position, but I've found no conclusive evidence. If i find something that utterly convinces me one way or the other, I'll come down on that side, but otherwise, I'll pick the interesting one.

 EDIT:
After some more research, I'm still in favor, but not for the same reasons that most advocates are.
Working thesis:
School uniforms do not create achievement or eliminate social ills. However, they are a visible and clear declaration of purpose; along the lines of, "We are working to create a strong, effective learning environment." Combined with targeted programs, school uniform policies can be a potent tool for improvement in the classroom.

Essay three credibility check

Works Cited

Notes are italicized. 

Blume, Micheal; Ramsel, Carsten; Graupner, Sven. “Religiosity as a demographic factor- an underestimated connection?” Marburg Journal of Religion 11.1 (June 2006). Web. 24 Oct. 2010. http://www.uni-marburg.de/fb03/ivk/mjr/pdfs/2006/articles/blume2006.pdf

This source is credible because the authors are listed and is a scholarly paper. It also squarely fits my topic.

Eberstadt, Nicholas. “America the Fertile.” Washingtonpost.com. Washington Post Co., 6 May 2007. Web. 24 Oct. 2010. http://www.washingtonpost.com/wp-dyn/content/article/2007/05/04/AR2007050401891.html?hpid=opinionsbox2

This one is an editorial, so not factually credible. As I don't use it to make a strong point, just for a snappy quotation, I think this one is fine.

Fontana, David. “Stress.” Managing Stress. British Psychology Society, 1989. Web. 24 Oct. 2010 http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/stress.htm

This is credible because the source is named, affiliated with a college, and largely quoted from an earlier scholarly paper.

Fry, Richard; Cohn, D’vera. “Women, Men and the New Economics of Marrige.” Social & Demographic Trends. Pew Research Center, 19 Jan. 2010. Web. 24 Oct. 2010. http://pewsocialtrends.org/pubs/750/new-economics-of-marriage

This is a reputeable source- Pew is well known for accurate and unbaised surveys.

Gavrilov, Leonid; Heuveline, Patrick. “Aging of Population.” Longevity Science. Center on Aging, 24 Jun. 2007. Web. 25 Oct. 2010. http://longevity-science.org/Population_Aging.htm

This is an encyclopedia article, the authors are named, and it is on topic.

“Glossary.” World Bank. The World Bank Group, n.d. Web. 24 Oct. 2010. http://www.worldbank.org/depweb/beyond/global/glossary.html

This is just a definition. It doesn't have an author, but isn't too important, so I'd use it if again if I couldn't find a better source.

Kröhnert, Steffen; Klingholz, Reiner. “Emancipation or Child Benefits?” Berlin Institut. Berlin Institut, 2008. Web. 24 Oct. 2010. http://www.berlin-institut.org/fileadmin/user_upload/Veroeffentlichungen/Emancipation_online.pdf

This is another scholarly paper, so I'm happy with it. The only reservation I have is that it is transated from the German, so it has what seems to be awkward phrasing.

Klingholz, Reiner. “Europe’s Real Demographic Challenge.” Hoover Institution. Leland Stanford Junior University, 1 Oct. 2009. Web. 27 Oct. 2010. http://www.hoover.org/publications/policy-review/article/5437

This is credible because of the author's name being provided, and the sponsoring institution is scholarly and named.

Lino, Mark. “Expenditures on Children by Families, 2009.” Center for Nutrition Policy and Promotion. United States Department of Agriculture, June 2010. Web. 24 Oct. 2010. http://www.cnpp.usda.gov/Publications/CRC/crc2009.pdf

This is a reputeable governmental source, with a qualified author whose name is provided.

Malthus, Thomas. “An Essay on the Principle of Population.” Library of Economics and Liberty. Liberty Fund, Inc., 2000. Web. 24 Oct. 2010. <http://www.econlib.org/library/Malthus/malPlong1.html#Chapter%20I> http://www.econlib.org/library/Malthus/malPlong3.html#I.VI.1

This is very relevant, as the author is the founder of the entire branch of demography that I am disscussing. The only regret I have with this source is that I couldn't use it more.

“Urbanization and Global Change.” Introduction to Global Change. University of Michigan, n.d. Web. 24 Oct. 2010. http://www.globalchange.umich.edu/globalchange2/current/lectures/urban_gc/

This doesn't provide an author, but the publisher is credible and the claims are not contested. I don't want to use the source, but I couldn't find a better one.

“Opportunity Cost (Economics).” Britannica Online Encyclopedia. Encyclopedia Britannica, 2010. Web. 24 Oct. 2010. http://www.britannica.com/EBchecked/topic/430254/opportunity-cost

Another definition, with a credible source. I'm happy with it.



After going through this, I think the sources are credible, but I'd like to know what y'all think of them.
Thanks.