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Social media and its effect on children
Social media and its effect on children
The effect of social media on children
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An article in The Atlantic, The Coddling of the American Mind, the author talks about how the mindset of younger generations has changed on sensitive topics. The author attributes a lot of this new sensitivity to generational changes. Older generations had more freedom from their parents but with the increase in reported crime these children grew up to be more protective of their children, and what they were exposed too. In this way, the new generation has come to be over sensitized and thinks that adults will always try to protect their feelings. This affects the quality of education that students are getting in a college setting when professors have to censor information in order to prevent emotional distress for some students. Many students
In Kate Manne’s article “Why I Use Trigger Warnings”, she argues that trigger warnings are an important feature to incorporate in an educator’s curriculum, but not as a safety cushion for millennials to fall on to avoid work and serious or uncomfortable topics. Using PTSD studies along with failed tests of exposure therapy for the foundation of her points, she explains that trigger warnings can help mentally prepare a student for what they are about to read instead of blindsiding them and throwing them into a potentially anxiety-induced state where they can’t focus. Manne also brings up how people can react when reading political or religious material in comparison towards reading possibly triggering material in order to differentiate between
First they explain how students have recently started expecting that their professors publish trigger warnings, alerts that students expect with anything that may cause distress, in the name of protecting students who may be reminded of trauma by being exposed to certain topics. While proving the fallacies in the concept of trigger warnings, Lukianoff and Haidt quote Harvard professor, Jeannie Suk 's essay about teaching rape law when students are determined to have protection from unpleasant ideas and demand trigger warnings. She says it is like trying to teach “a medical student who is training to be a surgeon but who fears that he 'll become distressed at the sight of blood (48).” This shows how the students’ desire for protection cause difficulties in teaching for
In the book, “Rereading America” by, Gary Colombo, Robert Cullen, and Bonnie Lisle, it starts off on page 210 describing a well educated Black Man of the times in 1960s. “Born Malcolm Little; Malcolm X was one of the most articulate and powerful leaders of Black America during the 1960s. A street hustler convicted of robbery in 1946, he spent seven years in prison, where he educated himself and became a disciple of Elijah Muhammad, founder of the Nation of Islam” (p.210). Here I want to focus on the strength of a single black man in the 60’s and what it was like to be uneducated as an African American. The many struggles of a black person in general were enough, but a black man had it hard.
“The Atlantic World was a world Europeans, Africans, and Americans “made together” –together with peoples from without.” Such is the belief of Peter Coclanis, Albert R. Newsome Professor of History and Economics and Associate Provost for International Affairs at the University of North Carolina at Chapel Hill. In his paper: Atlantic World or Atlantic/World? published in the William and Mary Quarterly in 2006, Coclanis argues that the study of Atlantic history is too narrow. He writes in this paper that there is no context in which the Atlantic world can be completely separated from the interactions with the rest of the world. The argument Coclanis believes if one is to study Atlantic history of the early modern period (circa 1500-1800 CE) one needs to focus more on other areas, such as the countries outside the Atlantic or their trading circuits in order to fully understand the history of the Atlantic. This idea that Atlantic historians need to change their focus is contradictory to what Atlantic history is. If Atlantic historians shifted their focus to include countries not connected to the Atlantic, can it still be called Atlantic history or if one was to believe what Coclanis suggests: should historians even focus on the Atlantic world at all?
During the process of reading this compilation of works, Portrait of America, many different point of views were aired. The opinion or attitude on the subject was too tainted. The authors were very biased to their perception of the "story". This book could have been much more beneficial if the facts would have stayed to the straight and narrow. Only the detrimental facts needed to be applied to these chapters. For a history class, as broad as this, this book opened too many doors that could not be explained in as much detail as would be liked. Many of the authors enjoyed mentioning the most scandalous moments of the people's lives then dropped the fact without much support or follow through as to what happened to cause or end these events. Brief summaries only tease the mind, and with the course load of most students, there is hardly extra time to investigate the matter further in detail. For a class such as History 152, biographies and/or documentary style books are more worth the while of the student. For instance make a list of a selection of novels that could be read for the class, so that every student can then explore in depth what that student thinks is interesting. Although the book was teasing in nature the chapters did flow well and were easy to read. The procession of the chapters had wonderful transition as to not loose the student. While proceeding through this book there were several different reoccurring topics that appeared. This paper will discuss these two reoccurring topics: the civil rights movement and former presidents.
They should start discussions about rape and sexist cases because it’s going on in today’s society and for people to know it’s okay to talk about it if it ever happened to them. Colleges need to prepare students for the real word so they need to have real life discussions in class for the students that are growing up and entering the workforce. College campuses are going through the mircoagression theory and professors fear to talk about trigger warnings in class when both students and professors should have freedom of speech in classrooms. “One of my biggest concerns about trigger warnings,” Roff wrote, “is that they will apply not just to those who have experienced trauma, but to all students, creating an atmosphere in which they are encouraged to believe that there is something dangerous or damaging about discussing difficult aspects of our history.” (49). Professors try to avoid teaching material that will upset sensitive students, but instead they should start warning students about the materials they are going to teach and set boundaries so students can know what they are about to learn to prevent teachers from getting in trouble or risk getting fired from their
Teachers become afraid to challenges students values and beliefs, also creating a repressive area for debates. The article “On Trigger Warnings” by the American Association of University Professors (AAUP) states that “the presumption that need to be protected rather than challenged in a classroom is at once infantilizing and anti-intellectual”. Demanding trigger warnings make comfort more of a priority than learning. Faculty may feel like they need to warn students about the course material because some students might find it disconcerting, but the voluntary use of trigger warnings on syllabus could be counterproductive. Just because some material may cause one person to have trauma does not mean everyone will and by putting a trigger warning on the syllabus might cause others to expect something upsetting. This could cause students to not read assignments or it might provoke a response from students they otherwise would not have had. Trigger warnings also signal an expected response and discourage the reading experience and even eliminate spontaneity. Trigger warnings make students into victims and makes both teachers and students fearful to ask questions because it might make someone uncomfortable. The goal is to educate and challenge students, make students question things and debate on things that they normally do not think about. AAUP also says that “the call for trigger warnings comes
The Coddling of the American Mind, by Greg Lukianoff and Jonathan Haidt, is an article published by the Atlantic Journal about the negative effects trigger warnings and microaggressions have on students in college. Trigger warnings are disclaimers about any potential emotional response from a class or its material. (44) Microaggressions are words or actions that have no sinister intentions, but people take as such. (44) Greg Lukianoff is the president and CEO of the Foundation for Individual Rights in Education. (47) As the leader of the foundation, Greg Lukianoff has witnessed and fought many legal occasions of trigger warnings and microaggressions resulting in the masking of freedom of speech. Coauthor Jonathan Haidt is a professor at New
Although somewhat annoyed by the weaker United States, Britain chose to not to fight a war. Britain's rich merchant marine was vulnerable to American commerce raiders...
The poem “America” by Tony Hoagland reflects on how peoples’ minds are clouded by small-scale items, money, and the unimportance of those items. Metaphors and imagery are utilized to emphasize the unimportance of materialistic items in America. How America is being flooded with unnecessary goods. The poem uses examples of people to create an example and connection to the overall meaning.
In the text, “The American Cultural Configuration” the authors express the desire of anthropologists to study their own culture despite the difficulty that one faces attempting to subjectively analyze their own society. Holmes and Holmes (2002), use the adage “not being able to see the forest through the trees” (p. 5) to refer to how hard it is for someone to study something they have largely taken for granted. The Holmes' article focuses predominately on paradoxes within our own culture, many of which we don't notice. In a paradox, two contradicting statements can appear to be true at the same time. This essay looks at two paradoxes commonly found in everyday life: the individual versus the family and religion.
The authors of “Coddling of the American Mind,” Greg Lukianoff and Jonathan Haidt, use ethos, logos, and pathos convey their negative stance regarding trigger warnings and the effect they on education. Lukianoff and Haidt’s use of rhetorical appeal throughout the article adds to the author’s credibility and the strength of the argument against increasing the use of trigger warnings in school material. The authors, Lukianoff and Haidt, rely heavily upon the use of logos, such as relations between conflicts surrounding trigger warnings and other historical conflicts impacting student ethics. Examples of the use of these logical appeals are the relation between the Columbine Massacre and the younger generations ideology. The author goes on to mention other societal turning points such
American exceptionalism is a term suggesting that America was the best or superior; it was a term saying that it was different than any other place. Winthrop talks about the city upon the hill, which suggests America being a model or setting an example for other countries. We were supposed to be a beacon of liberty and freedom. During the founding of America, America was different than any other place. At its founding America was exceptional because it was different in the way people interacted with each other, different in the way the government worked, and different in its aspirations. The ideology of America has changed making it where America is no longer exceptional.
During this generation people reveal everything to the society. They are open about premarital sex, birth control and they don’t hide anything from the society. That’s why some people are concerned if this modern life style will harm children. Coontz stated that “ there are plenty of stresses in modern family life, but one reason they seem worse is that we no longer sweep them under the rug. Another is that we have higher expectations of parenting and marriage. That’s a good thing. We’re right to be concerned about inattentive parents, conflict marriages, antisocial values, teen violence, and child abuse” (96-97). People used to hide a lot of things from the society during the beginning of this century because they followed and valued the traditional norm. During today 's generation people speak out the truth because they don’t believe or follow the traditional values. when Coontz said we have higher expectations of parenting and marriage she means parents were expected to raise their children properly without hurting their kids and providing financial support and as well as family support . When children need to talk to a parent they should have that support. since modern families are changing coontz is worried that whether or not it will harm children lifestyle. Kuttner also agree that “ a
Ever wondered the reason behind racial discrimination, sexual discrimination, children committing crime or violence? The main reason is that censorship is not properly imposed or there is a need of censorship in the society. Censorship is the suppression of ideas and information that certain people, individual, groups or government officials find it objectionable, offensive or dangerous on others. There are varieties of other definitions but all have in common the concept of withholding information and/or resources from those who seek it. Hence censorship is essential in society to eliminate discrimination on basis of race and sex, protect children, maintain stability and restore what censor sees as lost moral values. Censorship occurs when expressive materials like books, magazines, movies, videos, music or work of art are restricted to particular audiences based on their age or other characteristics. (http://www.ala.org/oif/intellectualfreedeomandcensorship.html)