Thursday, March 30, 2006

Class Lessons (Audio Program--Listen Online)

To The Best of Our Knowledge

SEGMENT 1:

Michael Zweig is an economist at SUNY-Stony Brook. He tells Steve Paulson that a lot of Americans who think they're middle class are actually working class and that Americans need to squarely face up to class issues and what they mean for things like health care. Also, Michelle Kennedy tells Anne Strainchamps how she ended up homeless and how she managed to support herself and her three children. Kennedy is the author of "Without A Net."

SEGMENT 2:

Music historian Michael Streissguth talks with Jim Fleming about Johnny Cash and the remarkable recording he made in 1968 at Folsom prison. And we hear several musical examples. Streissguth is the author of "Johnny Cash at Folsom Prison."

SEGMENT 3:

Tom Wolfe's latest novel is called "I Am Charlotte Simmons." He talks about it with Steve Paulson, and explains why he's so fascinated by the connection between sex and social status. Excerpts from the book are read by Dylan Baker.

Class Lessons

2006 BCTC Peace and Justice Coalition Speaker Series

Peace and Justice Coalition
Speaker Series: Spring 2006
Location: BLuegrass Community & Technical College Auditorium (Oswald Building 230)

March 30, 6:30-7:45 p.m.: Dr. Robert Topmiller, Assistant Professor of History, Eastern Kentucky University, on Post-war Vietnam. Dr. Topmiller’s presentation will focus on the long-term impact of the Vietnam War on the Vietnamese and their neighbors, with particular focus on the continuing impact of Agent Orange, the Cambodian Holocaust and the impact of the alliance between the Highland people and the U.S. military during the conflict.

April 5, 5:00-6:15 p.m.: Margaret Davidson, Adjunct Humanities Instructor, BCTC, on China: Bikes, Buses, and BMWs. Using photographs from her 2000 and 2005 trips to China, Ms. Davidson will illustrate how China is experiencing monumental changes in the face of economic development.

Sponsored by Bluegrass Community and Technical College’s Peace & Justice Coalition.

April 6, 6:30-7:45 p.m.: Dr. Catherine Fosl, Assistant Professor of Communication & Women's and Gender Studies, University of Louisville, on White Woman, Black Power: Anne Braden's Life for Racial Justice. Historian and author of Subversive Southerner: Anne Braden and the Struggle for Racial Justice, Dr. Fosl will discuss the life of longtime Kentucky civil rights activist Anne Braden as part of a small but vibrant tradition of white antiracist activists who have supported the African American freedom struggle throughout the 20th century and continuing today. Highlighting Anne Braden's contributions to that history in Kentucky and in the southern region, Dr. Fosl's lecture will also trace the development of the civil rights crusade as a genesis for the social movements that followed it in the 1960s, 70s, 80s, and beyond. Her remarks will address questions such as "where are we going and where have we been?" in relation to the unfinished business of the civil rights era in US history.

April 11, 3:30-4:45 p.m.: Iddah Otieno and Carol Hunt, Professors at BCTC, on 2005 Summer Faculty Exchange, Maseno University Kenya
The presentation will include slides of Africa from the 2005 Summer Faculty Exchange at Maseno University, Kenya. Some of the issues to be discussed include: education in Africa, the impact of HIV/Aids in rural Africa, global community service opportunities in Africa, Kenyan wildlife, and travel tips from the participants of this inaugural visit to Africa.

April 13, 3:30-4:45 p.m.: Dave Cooper, on Mountaintop Removal. Mr. Cooper, a mechanical engineer turned environmental and social activist will present the “Mountaintop Removal Road Show.” The program includes a 20-minute slide show featuring traditional Appalachian mountain music and aerial photographs of Eastern Kentucky mountains. After discussing the impacts of mountaintop removal on coalfield communities, attention will focus on ways to reduce personal consumption of electricity from coal-fired power plants.

April 18, 6:30-7:45 p.m.: Dr. Richard Olson, Director of Berea College’s Sustainability and Environmental Studies program, Surviving the Perfect Storm: Creating a Sustainable Campus in the Face of Global Change. Dr. Olson will describe a set of environmental, social and economic trends that threaten the sustainability of our communities, and some of the steps – including the construction of its Ecovillage – that Berea College is taking to transform itself into a sustainable campus that can weather these changes.

April 20, 3:30-4:45 p.m.: Dr. Anisa Al-Khatab, Visiting Professor of Education, Eastern Kentucky University, on Iraq. Dr. Al-Khatab is a native of Iraq. Her presentation will focus on her experiences and observations during her recent visit to Baghdad.

Tuesday, March 28, 2006

David Cromwell: The Curisities of Utopian Thinking; The Corporation

(I highly recommend the book and documentary The Corporation--Cromwell sets up one of the big problems regarding corporate advertising's affect upon the channels of information, or, as some call it, news.)



MEDIA LENS: Correcting for the distorted vision of the corporate media

MEDIA ALERT: CURIOSITIES OF UTOPIAN THINKING

Forbidden Links: Media, Advertising, Corporate Power And Climate Chaos


Sean O’Grady wrote recently in the ad-filled motoring supplement of The Independent: “in answer to the many letters we get criticising some of our coverage, we don't make cars. We just write about them. [...] We try to concentrate on telling our readers about the many many ways you can enjoy motoring without costing the earth (in any sense).” (O’Grady, ‘Sport Utility Vehicles: Don't shoot the messenger. The people who buy SUVs are the problem, not the industry that makes them, or even the motoring press’, The Independent, March 7, 2006)

O’Grady went on:

“Why so defensive? Because so much of the criticism so dangerously [sic] misses the point. Almost every one of us wants to help to save the planet and almost every one of us wants personal transport.”

So who, according to the Independent motoring journalist, is to blame?

“The enemies of the planet, the hypocrites if you will, are not the oil companies that refine the petrol or the car companies that make the vehicles, or the journalists who write about them or the advertising industry that markets them or the bankers who lend us money to buy them. The people to blame are the people who buy cars in the first place, without whom none of the vast industry would exist. Now you know who to write letters to.”

This is a facile argument on many levels. For instance, consider that corporations spend billions annually to promote their products and to create new markets around the globe. As philosopher Mark Kingwell notes:

"From the point of view of the corporation, the ideal citizen is a kind of insanely rapacious consumer [driven by a] kind of psychopathic version of self-interest." (Quoted in Joel Bakan, ‘The Corporation’, Constable, London, 2004, p. 135)

Corporations also ‘externalise’ the environmental and other costs of their products, minimising or avoiding regulation with government connivance - so that society as a whole, and the planet itself, bears the burden.

However, O’Grady’s article is quite a significant piece of journalism in that, until very recently, any discussion linking advertising, the media, corporations and environmental collapse was simply off the media’s agenda. It is a promising sign that the public recognises that those issues are linked +and+ that the media had better take note.

Another example of forbidden connections being made was on BBC Radio 4’s Start The Week programme... before swiftly being given the boot. Jacky Law, author of ‘Big Pharma’ said:

“... the real issues don’t get covered [by the media] and I try to show in my book that when you have a parliamentary committee making decisions it doesn’t necessarily mean they’re adopted by government because the corporate power is just so strong and we need the corporate money”.

Andrew Marr, presenter of the BBC programme, responded:

“But we don’t talk about that. And, of course, they’re very often the people [i.e. the corporations] advertising in the press and in the newspapers in the first place. It’s very interesting, the kind of lack of debate at a time, for instance, about the car industry and the future of the car industry. Then you look at the number of car adverts and you begin to wonder, is there a connection? I shouldn’t say that, probably.” (‘Start The Week’, BBC Radio 4, January 16, 2006)

Indeed, in a well-rewarded media career – including prestigious stints as BBC political editor and editor of the Independent - Marr has learnt not to dwell on such topics.

A similar spark of sanity was quickly snuffed out in the editorial pages of the Independent on Sunday (see our media alert, Climate Change -‘Welcome to Mars (or North Korea!)’, January 31, 2006.

We sent a follow-up email on February 12, 2006 to Michael Williams, the deputy editor of the Independent on Sunday (IoS). The subject line of the email was “IoS silence on the news filters that protect power.” We wrote:

“You recently maligned readers protesting your paper's fossil fuel-related adverts as ‘a curmudgeonly lot of puritans, miseries, killjoys, Stalinists and glooms.’ ('A bottle of bubbly for the best way to fly', Independent on Sunday, January 22, 2006)

“And, in your column today: ‘I thought I'd laid this idea to rest a couple of columns ago‘, referring to your strawman argument that rejecting advertising ‘would almost certainly drive us out of business.’ ('On any measure, let's stick to common sense', February 12, 2006).

“You dismiss too readily certain uncomfortable facts that have not escaped your readers' attention: the heavy reliance of your newspaper - indeed all the 'quality' press - on advertising revenue [around 75%]. Such dependence is only one of a series of news filters protecting the public from unpalatable truths about state-corporate power in society. This propaganda model of mainstream media, presented by Edward Herman and Noam Chomsky in 'Manufacturing Consent' (1988), has never been mentioned, far less discussed seriously, in the IoS. Why not?

“I look forward to hearing from you.

best wishes,
David Cromwell
Co-editor, Media Lens”

Williams did not respond and has since steered well clear of such uncomfortable topics in his weekly column. In the meantime, full-page colour ads from ‘green giant’ BP continue to fill the pages of the Independent. Coincidentally, or otherwise, Jeremy Warner, the Independent’s business editor, staunchly defended BP when it announced huge £11 billion profits last month:

“From a moral perspective, some would see it as indefensible to be propping up our pensions by polluting the planet. Yet from where I sit, this seems a rather better use of the money than that suggested by the NEF [New Economics Foundation], which proposes a massive windfall tax with the proceeds to be applied first and foremost to developing renewable sources of energy and if there's anything left after that, the monies to go to the special global fund set up to help poor countries adapt to climate change.”

Warner spelled out what he thought from the vantage point of his plush corporate-funded seat:

"It is a continued curiosity of utopian thinking of this type that it hasn't yet grasped that the market provides the best possible hope of eventually achieving these ends. More money is already being thrown at renewables and energy efficient technologies than the system can possibly cope with or is ever likely to produce a return, a state of affairs that will only be accentuated by President George Bush's State of the Union commitment to end America's addiction to oil." (Jeremy Warner, ‘Don't condemn BP's oil gusher. Polluter or not, this is a company for Britain to be proud of’, The Independent, February 8, 2006)

Taking the statements of political leaders at face value is a defining characteristic of the corporate media. So too are the bizarre notions that corporations and ‘free’ markets, heavily skewed to serve the corporate interest, will ‘save humanity’.

Law professor Joel Bakan interjects a note of rationality:

“The ‘best interests of the corporation’ principle, now a fixture in the corporate laws of most countries [compels] corporate decision makers always to act in the best interests of the corporation, and hence its owners. The law forbids any other motivation for their actions, whether to assist workers, improve the environment, or help consumers save money.” (Bakan, op. cit., p.37)

The last despairing hope of blinkered media is that shifting a few chairs around at the top of the establishment will save the planet. Thus, the Independent on Sunday hails ‘green Chancellor’ Gordon Brown’s recent Budget as “moving in the right direction”, indicating that “he is becoming increasingly engaged with climate change.”

The IoS editorial continues in the same vein:

“He [Brown] realises that the period when he hopes to be prime minister - running up to about 2013 - will be the last chance for tackling it, if it is not to run out of control. As his record on world poverty shows, he is tenacious and imaginative when he becomes committed to a cause.”(Editorial, ‘Gordon and the green giant’, Independent on Sunday, March 26, 2006)

We doubt whether any Independent journalist would publicly brand such a deluded flight of fancy from their own editors as “utopian thinking”.

Market ‘sovereignty’, an unhealthy fixation on economic ‘growth’, and the benign intent of corporate and political leaders are unshakeable articles of faith for profit-led media editors and journalists. It is little wonder that such media professionals will forever dispel any critical discussion of present policies, and possible sane alternatives, to the realm of “utopian thinking”.

SUGGESTED ACTION

The goal of Media Lens is to promote rationality, compassion and respect for others. In writing letters to journalists, we strongly urge readers to maintain a polite, non-aggressive and non-abusive tone.

Write to Sean O’Grady of the Independent:
Email: s.ogrady@independent.co.uk

Write to Jeremy Warner, business editor of the Independent:
Email: j.warner@independent.co.uk

Write to Michael Williams, deputy editor of the Independent on Sunday:
Email: m.williams@independent.co.uk

Write to Simon Kelner, editor-in-chief of the Independent & Independent on
Sunday:
Email: s.kelner@independent.co.uk

Write to Andrew Marr, BBC presenter:
Email: andrew.marr@bbc.co.uk

Please also send copies of all emails to Media Lens:
Email: editor@medialens.org

The first Media Lens book has now been published: 'Guardians of Power: The Myth Of The Liberal Media' by David Edwards and David Cromwell (Pluto Books, London, 2006). At time of writing (March 27), there have been zero mentions or reviews in any mainstream newspaper. For further details, including reviews, interviews and extracts, please click here:

Guardians of Power

This is a free service. However, financial support is vital. Please consider donating to Media Lens

Visit the Media Lens website

Monday, March 27, 2006

League of Women Voters Reminder-

League of Women Voters Reminder:

Under-18s can vote in upcoming primary

When 18th birthday is November 6, 2006 or earlier

The League of Women Voters wants to be sure that all parents and students know that anyone who turns 18 years of age on or before Election Day, Tuesday, November 6, 2006, is eligible to vote in the upcoming primary election (Tuesday, May 16, 2006).

Those wishing to register to vote or for further information may call their county Board of Elections office at the following numbers.

Fayette County - 255-VOTE (255-7563)

Scott County - 873-7875

Jessamine County - 885-4161

Woodford County - 873-3421

Fayette County residents can also download and print out the voter registration form by going to Fayette County Clerk and return it by mail to the Board of Elections.

Voter registration cards are also available at the following Fayette County offices: County Clerk, Driver's License, Social Services, Armed Forces Recruitment Centers and the Health Department.

The deadline for voter registration is Monday, April 17, 2006, so register now if you will be 18 on or before Election Day, learn as much as you can about the candidates and be sure to vote in the primary and general elections.

The League of Women Voters is a non-partisan organization of women and men dedicated to the informed participation of citizens in government. The organization does not endorse or oppose political candidates or parties.

Ongoing Linkage of People/Issues/Events/Organizations Mentioned in Nel Noddings Essay

More About the People/Texts/Institutions/Events Mentioned in Nel Noddings Essay:

"My country is the world, and my religion is to do good"

Thomas Paine

Joseph E. Stiglitz

Friedman, Benjamin M. Globalization: Stiglitz's Case New York Review of Books 49.13 (August 15, 2002)

Stiglitz, Joseph E. Excerpt from Globalization and Its Discontents

Joseph Stiglitz's Social and Economic Policy Papers

Phelan, James L. Renowned Economists Stiglitz and Krugman Denounce Corporate-Led Globalization Third World Traveler (2001)

Dawson, Thomas C. Stiglitz, the IMF and Globalization: A Speech to the MIT Club of Washington International Monetary Fund (2002)

Moberg, David. Inside Out: A Review of Globalization and Its Discontents In These Times (Reposted on Third World Traveler: July 2002)

Harris, Blake. Joseph Stiglitz: Globalization and the Search for Balance Government Technology (July 4, 2004)

World Bank and International Monetary Fund

Official Website of The World Bank

The World Bank Documents and Reports

The Library Network: Serving The World Bank and International Monetary Fund

World Bank Boycott (Organized by the Center for Economic Justice)

50 Years is Enough (Anti-World Bank/IMF)

International Finance Corporation: World Bank Group

Thibodeau, John G. The World Bank's Procurement Myth The Cato Institute (September 4, 1996)

The Bretton Woods Project: Critical Voices on the World Bank and IMF

Youthink! (World Bank Group website aimed at young people)

Knowledge Services for Private Sector Development (Associated with The World Bank)

Multilateral Investment Guarantee Agency (Part of the World Bank Group)

International Monetary Fund

World Trade Organization (WTO)

Official website of the WTO

International Forum for Globalization: The World Trade Organization

A Guide to GATT (General Agreement to Tariffs and Trade) (Put together by The Center for International Earth Science Information Network [CIESIN] a center within the Earth Institute at Columbia University)

LLRX: WTO/GATT Research Guide

Public Citizen Report: WTO

Global Exchange: WTO

Shah, Anup. WTO Protests in Seattle, 1999 Global Issues (February 18, 2001)

WTO History Project Washington University ongoing project

WTO Protests, Seattle, 1999 and 2000: A Slide Show and Archive History Link (1999/2000)

InfoShop: Archive on the Seatlle Protests (Infoshop is an Anarchist collective)

Image from the documentary This is What Democracy Looks Like:





More Sources on Themes Discussed in the Essay:

"Education for Global Citizenship and Social Responsibility" by Julie Andrzejewski & John Alessio Progressive Perspectives (Spring 1999)

John Dewey Project on Progressive Education

Public Citizen: Protecting Health, Safety and Democracy (Founded by Ralph Nader)

Sojourners: Christians for Faith, Peace and Justice

Adbusters Culturejammers Headquarters

Children's Defense Fund

Corpwatch: Holding Corporations Accountable

Fleischer, Ari. The American way of life is a blessed one (Office of the Press Secretary Briefing: May 7, 2001) The White House: President George W. Bush

People for the American Way

American Way of Life: Designer Clothes

Religion Online: Globalization

Geering, Lloyd. From Christian Past to Global Future Religion Online (1999)

Quelch, John A. How Consumers Value Global Brands Harvard Business School (September 20, 2004)

Schneider, Keith. Land of the Oil Free: Redefining the American Way of Life AlterNet (January 9, 2002: Reposted from Grist Magazine)

Excerpt from Human Rights Watch World Report 2006 hosted by Seven Stories Press

Human Rights Watch: Defending Human Rights Worldwide

Cooper, Marc. Immigration Reform in Living Color AlterNet (March 27, 2006)

AlterNet: Foreign Policy

Global Issues That Affect Everyone

Global Media Monitoring Project

Thinking About Globalization

Thinking about Social Movements

Trainer, Ted. The Simpler Way: Our Global Situation Future Positive (2003)

World Socialist Web Site

Hanson, Victor Davis. The Global Shift: The World Will Soon Better Appreciate the United States National Review (Republished on his personal site: June 6, 2005)

Brown, Paul. Global Warming is Killing Us Too, Say Inuit Guardian Unlimited (December 11, 2003)

Friedman, Benjamin M. Globalization: Stiglitz's Case New York Review of Books 49.13 (August 15, 2002)

Friday, March 24, 2006

Informal Education Encyclopedia and Archives

I'm usually resistent to using most encyclopedias because of the anonymity of their authors and lack of transparency in regards to their reserach practices, but this is a different case. The Informal Education website is one of my favorite places for learning and thinking outside traditional education's box and the editors/authors are very clear about their mission and method:

Informal Education

Nel Noddings: The Ethics of Care and Education

An introduction to who Nel Noddings is and a mapping of the development of her "ethics of care":

The Ethics of Care and Education

Monday, March 20, 2006

Ashland Daily Independent Editorial: Another increase - Each double-digit hike in tuition makes college less affordable

Editorial: Another increase - Each double-digit hike in tuition makes college less affordable
3/17/2006 Ashland Daily Independent

And the trend continues: As state funding for higher education continues to fall far short of what is requested by the state's universities and community and technical colleges, the responsibility for paying for college continues to shift from taxpayers to students and their families.

And as the trend toward annual double-digit increases in tuition continues, a college education becomes less and less affordable for young people from families of modest means.

In a state where the percentage of residents with a college education is among the lowest in the nation, state government should be encouraging young people to go to college, instead of discouraging them with soaring increases in tuition.

The board of regents of the Kentucky Community and Technical College System - which, of course, includes Ashland Community and Technical College - recommended an 11 percent hike in tuition for the coming year. That means full-time Kentucky students will be paying $109 more in tuition next fall than they did last fall. Earlier, the University of Kentucky - the state's flagship university - announced a 12 percent increase in tuition for next fall.


In approving the tuition increase, the KCTCS regents released a report by the Kentucky Council on Higher Education that ranked Kentucky 18th out of 20 "benchmark" states in funding for community and technical colleges. The report concluded that an additional $79 million in state funding was needed to close the Kentucky's gap in state funding relative to other states.

Despite the increase, the state's two-year community and technical colleges remain a bargain compared to the four-year universities. Currently, tuition rates at the four-year schools are between 84 percent and 147 percent higher than at the community and technical colleges. Still, "bargain" is a relative term if one can't afford to pay even the lower tuition rates at community and technical colleges.

Members of the Kentucky General Assembly know exactly what they are doing: By not providing more state funding for higher education, they are shifting the burden to students and their families. In essence, each increase in tuition is a "hidden tax" for families of college students - one that makes going to college more difficult to afford for many.

And without more college graduates, Kentucky simply is not going to compete with other states for the good-paying jobs of the future. We all lose when a talented young person is discouraged by the cost from seeking a college degree.

Hate Crimes Research Network: Bibliography

Hate Crimes Research Network has an extensive bibliography of works studying current hate group research:

Hate Crimes Research Bibliography

March 20th, Lexington, KY: Observe the 3rd Anniversary of the Iraq War

(Courtesy of Rebecca Glasscock and Justicelist)

3/20 Observe the 3rd Anniversary of the Iraq War

WHAT:

Observe, mourn, protest
- the Third Anniversary of the Iraq War

WHEN:

4:30 - 6:00 p.m. Monday
March 20

WHERE:

Triangle Park
Corner of Main & Broadway
Lexington
Bring a sign and a flower.

DETAILS:

Honor the dead. Heal the Wounded. End the War.

The first anniversary of the war was observed in 319 U.S. cities. The second anniversary of the war was observed by over double that number of cities, 765 U.S. cities. Lexington and central Kentucky peace activists rallied on each of the first two anniversaries. We expect this year to be joined by many more cities. Maybe the politicians will finally get the word: the people want this war to end.

We must not abandon Iraq - they need neutral peacekeepers and billions of dollars in reconstruction aid. We must not abandon our troops - they need to be safe and out of harm's way. Their blood must not be spilt in an endless war that we cannot win - a war that a continued occupation can only exacerbate.

Join us as we observe, mourn, and protest on the 3rd anniversary of the U.S. invasion of Iraq. We want to go beyond statistics. The statistics are numbing: 2,307 U.S. dead, 16,653 U.S. wounded, over 30,000 Iraqi civilians dead, and an unknown number of Iraqi insurgents dead.

From 4:30 - 5:30 p.m. peace activists will be reading the names of U.S. and Iraqis who have died in the award. After the activist reads the name, he or she will place a flower at the foot of a coffin covered with both U.S. and Iraqi flags. While the names are being read, other activists, holding signs and banners, will line the curbs on both sides of the streets that border Triangle Park.

At 5:30 p.m. the group will rally for a brief program. Anita Dennis and Missy Comley Beattie will speak. Dennis is the mother of Darryl Anderson, wounded Iraq veteran who has gone to Canada rather than accept a second tour of duty in Iraq. Beattie is the Aunt of Marine Lance Corporal Chase Comley who died in Iraq on August 6, 2005. Beattie, Chase's father Mark Comley, and several other families are members of Gold Star Families for Peace. On March 6, 2006, Beatty, Cindy Sheehan, also of Gold Star Mothers for Peace, Media Benjamin of Code Pink, and Rev. Patricia Ackerman were arrested at the UN after the U.S. delegation refused to accept a petition containing 100,000 signature calling for an immediate U.S. withdrawal from Iraq. New York police arrested the women. They were treated very roughly. Sheehan's arm was bruised. The petition can be found at:

Women Say No To War

Women can still sign this petition.

Now is the time to come out. We need to show our political leaders that majorities oppose the war. We need to let them know that if they (finally) oppose the war, the people will back them.

SPONSOR:
Peace Action Task Group
Central Kentucky Council for Peace & Justice

FOR MORE INFORMATION CONTACT:
Richard Mitchell
(859) 327-6277

Sunday, March 19, 2006

Feb 21st Bluegrass Film Society: Whale Rider (Niki Caro: New Zealand, 2002)

(Extra Credit Response Opportunity)

Whale Rider

Also since I'm going to see it today--Underworld: Evolution (Nothing like a cheesy vampire/werewolf film ;)

and through the rest of the semester any film that plays at The Kentucky Theater (I usually post the schedules for their films on Bluegrass Film Society)

Saturday, March 18, 2006

Desperately Seeking Sanity; Moments of Excess; Collective Memory

Desperately Seeking Sanity (Example of social/cultural analysis of a text—in this case a TV show “Desperate Housewives”—in which the author also brings her personal perspective to the forefront of her analysis)

Moments of Excess (Example of definitional analysis of a concept/term—in this essay the authors explore the meaning of “excess” in relation to "moments of resistance" to perceived injustices)

Collective Memory: Remembrance and Representation (a bibliography and links that can help explain “collective memory”)

Various Voices from Around the World

Resources

Alan Whyte: Hunger in America

Hunger in America: 25 Million Depend on Emergency Food Aid
by Alan Whyte
World Socialist Web Site

The brutal impact of social polarization and the protracted assault on the living standards of broad masses of working people was reflected in two recent reports documenting the deepening crisis of hunger in America.

According to the February 23 report, “Hunger in America 2006,” a study commissioned by America’s Second Harvest Network, an organization representing some 200 food banks and food rescue groups, more than 25 million people, or about 9 percent of all Americans, receive food assistance on an emergency basis. This growing army of poor and hungry includes nearly 9 million children and 3 million seniors The overall number of those seeking help at food banks and soup lines has swelled by 8 percent since 2001, and 18 percent since 1997. The study was based on 52,000 interviews with people requiring emergency food and on a survey of 30,000 local emergency hunger-relief agencies.

The report found that about 66 percent of those needing food are living below the official poverty line—$15,670 per year for a family of three. The average annual household income of those individuals and families seeking food assistance is only $10,320. However, 10 percent of all adults had no income at all, which is a 37 percent increase in this category since 2001.

Another large share of those seeking assistance is drawn from what is commonly referred to as the working poor. About one third of the adults between the ages of 18 and 65 needing emergency food aid are employed. Thirty-six percent of all families seeking assistance reported that at least one family member was working. One fourth of all households reported that a job was their primary source of income, followed by 20 percent who reported that Social Security was their primary source of income. Half of all the households reported annual incomes of less than $10,000.

The report examined the lack of resources for those seeking emergency food. Twelve percent are homeless, which is a 28 percent increase over 2001. Almost one half do not have access to a car, and about one third obtain food stamps, which on average last only 2.5 weeks per month.

Seventy percent of those seeking assistance are classified as food insecure—that is, not knowing when they will get their next meal—while 30 percent are experiencing hunger because they have no way of obtaining food. The individuals who seek emergency food are constantly making choices between buying food or paying for utilities or heat (41 percent), buying food and paying their rent or mortgage (35 percent), or buying food and paying medical bills (32 percent).

Children and seniors are the two most vulnerable groups among those facing hunger. Many studies have demonstrated that children suffering from malnutrition experience stunted physical growth and brain development. There are 13 million children, or almost 18 percent of all Americans, who are poor. The elderly, who are less mobile, are also vulnerable to serious health problems stemming from hunger. With fixed and low incomes, 3.4 million seniors, or about 10 percent of that population, are poor. In addition, 46 percent of all the adults interviewed described their health as fair to poor.

To Read the Rest of the Report

Plagiarism, Intellectual Property, and Documenting Your Research

Plagiarism, Intellectual Property, and Documenting Your Research

1) We all have a wide range of influences that shape our decision making, thinking, and writing. Some of these influences include our friends, family, teachers, mentors, preachers, politicians, TV/movies, newspapers, books, the Internet, and so on.

An easy example of how individuals are influenced can be demonstrated through a story of my own development. When I was young, my friends would argue about what was the best line of trucks. This was in the late 1970s/early 1980s and our options usually boiled down to the choice between Chevrolet and Ford. None of us had ever owned a truck, none of us had ever fixed a truck (other than handing the odd tool to our fathers), and few of us did any research past the latest magazine on the hottest customized trucks (trucks that few of us could conceive of owning). Where did we get our information about what was the best truck? What shaped our preconceived notions? Why were our decisions limited to just Chevy and Ford trucks, when there were so many other trucks?

1) What was at stake in our presentation to our peers about our authority in regards to what was the best truck?

2) What shaped our preconceived notions of what was the best truck?

3) Why were our decisions limited to just Chevy and Ford trucks?


2) In academic writing we also develop a position of authority on wide-ranging issues that are complex and debatable. We often present ourselves as authorities on issues that we may not have first-hand experience of, or have not done detailed first-hand research into (actual observation and interaction with the subject, as opposed to reading about the subject), so, how do we build a case about a subject in a way that our audience will trust what we have to say?

1) Why is it important in academia to cite the sources that you use in the development of your paper? How does the careful documentation of sources help to lend credibility and strength to your argument?

2) Why is plagiarism such a big issue in colleges today?

3) What are the consequences of plagiarism?


Some quick definitions:

Plagiarism: Essentially, plagiarism is the “use of someone’s ideas or words without giving credit for their work” (Glenn, et al, 75). The North Carolina State University’s “Plagiarism Tutorial” breaks it down even more to include:

Reproducing someone else's work without quotation marks and/or attribution
Paraphrasing or summarizing another's work without attribution
Failing to cite a source for ideas or information not commonly known
Failing to cite a source for ideas or information that is widely known
Misquoting someone else's work
Using another student's work as your own.

Common Knowledge and Specialized Sources: Common knowledge is facts that most people know and that you are not required to cite in your paper. For instance, most of the students in this class know the name of the first president of the United States. Thus, when writing about George Washington it would not be necessary to cite this fact. On the other hand, if you were to describe George Washington’s reflections on crossing Valley Forge in a surprise attack on the British, it would be assumed that you have accessed specialized sources that have informed your own opinion in regards to Washington’s reflections.

I will use another example here to differentiate between common knowledge and specialized information. If you are writing a paper on the Columbine school shooting and its influence on societal perceptions of school safety, you could cite as common knowledge the date of the shootings, the location of the shootings, the perpetrators of the shootings, and the general media coverage of the shootings. These are all commonly known facts, but if you were to begin a discussion of the fact that Eric Harris was taking the prescribed drug Lovoc and that this may have contributed to his violent rage, then you would need to cite the source for this specialized knowledge. If you were to discuss the psychological after-effects of the shootings upon specific victims, unless you had completed first-hand field research in which you interviewed the victims, you would be required to cite your sources for this specialized information. Remember this is a method of backing up your research, a careful presentation of your sources, a demonstration of the work involved in building your case. You are citing sources that influenced your work, but just as importantly, you are citing your own labor in researching and determining the best sources available for your paper.

When you are unsure whether a fact or idea is common knowledge or specialized information, it is best to cite the source to save you from any problems. Remember, I encourage you to discuss this process with me and that with all work involved in writing your essays, the earlier you start, the easier it will be to deal with problems that arise. Always document your sources as you write the essay, this is the safest method and will save you from losing your sources or incorrectly documenting specialized information. Do not wait until the essay is done to slip in your sources, this is lazy writing and will lead to problems.

Citing Visual Sources: If you use a photograph, a graph/diagram, or an image from another source, you need to document the original source in your essay. If you build a graph or diagram that uses someone else’s research, facts, or definitions, then you need to cite those sources.

Your Own Field Research and Interviews: If you conduct observations or surveys, present the information as your own. However, when discussing individuals who are part of this research, make sure to cite them as “individual” interviews (we will discuss this more in the “community” research section). If you take photographs present them as your own, but for the reader you should put a line or two under the photograph explaining what it is or its importance to the essay.

Sources That Must Be Cited In Your Essays


Direct Quotations: Whenever you use someone’s words directly you must credit the source at the end of the quote.

Fact That Are Not Widely Known or Claims That Are Arguable: If the information is not common knowledge and you are not an expert in the field then you must cite your source. If you are presenting information or ideas that are contestable or controversial then you must cite your source/s in order to strengthen your case and to demonstrate the foundations for your argument. Likewise, you cannot simply state “some people” or “some scientists” or “they always” when presenting specialized information—you need to introduce who these people, or experts, or groups are and why their position/information is relevant to your paper (explain their relevance in order to enhance the power of their statement in your paper). Similarly, you cannot simply dismiss those that you disagree with in your paper, take the same time to carefully present and document their positions, even if you disagree with them. Once again, this is strengthening your paper/presentation and developing a trust between you and your audience; who will respect your efforts in presenting a fair representation of opposing viewpoints.

Judgments and Opinions of Others: Whenever you summarize or paraphrase someone else’s ideas or opinions you must supply the source for that summary or paraphrase. Even when the wording is completely your own, you still must cite the sources that led to your conclusions, especially if they involve/utilize specialized information.

Help provided by friends, instructors, and others. If you use information learned from another professor’s lectures—cite the professor and the course. If you develop ideas based upon the suggestions of a peer during workshops give them credit for inspiring you.

Whether at a university, in the business world, or when working with other organizations/groups always familiarize your self with the “codes of conduct.”
This is a basic step in being a responsible member of any group/community/organization. The student “code of conduct” for Anoka Ramsey Community College defines “academic dishonesty” as:

1. Academic Dishonesty—Cheating, plagiarizing, or aiding and abetting another person in cheating or plagiarism.

o Cheating includes, but is not limited to, the use of any unauthorized assistance in taking quizzes, tests or examinations, the dependence upon the aid of sources beyond those authorized by the instructor in writing papers, preparing reports, solving problems, or carrying out other assignments, or the acquisition, without permission, of tests or other academic materials belonging to a member of the college faculty or staff.

o Plagiarism includes, but is not limited to, the use, by paraphrase or direct quotation, of the published or unpublished work of another person without full and clear acknowledgment or the unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials.

This Lesson Was Inspired and Directly Influenced by the Following Source:
Glenn, Cheryl, Melissa A Goldthwaite, and Robert Connors. The St. Martin’s Guide to Teaching Writing. 5th ed. Boston: Bedford/St. Martin’s, 2003.
Websites Consulted:

North Carolina State University’s “Plagiarism Tutorial”

Washington State University “Introduction to Plagiarism”

Plagiarism by Paraphrase Risk Quiz

University of California-Davis “Avoiding Plagiarism”

Indiana University “Plagiarism”

Hamilton College “Using Sources”

Earl Babbie on “Plagiarism”

Penn State University “Cyber-Plagiarism and Detection”

Natalie Gummer: Writing as Process/

How to Evaluate Website Sources

3rd Unit Essay: Creative Collective Memory Options

(These are just some of the possibilities for the 3rd unit essay)

UNIT 3 ESSAY, ENG 101/102, Spring 2006, Instructor: Michael Benton

The basic requirements for this essay: 6-8 pages (8-10 pages for 102 students)—at least four academic/print sources. I will look for the development of an authorial voice, successful communication of a statement/argument about your subject, and an awareness of your intended audience. Most important in my assessment will be the student’s overall effort in presenting their statement/evidence of research through successful integration of outside sources into the body of the essay, evidence of reflection on key concepts/terms, awareness of one’s own position, and attempt to communicate a perspective. The final draft will also include—attached to the front—a “statement of sources” which will detail what outside sources where used, why they were chosen and how they fit into the body of your essay. All sources must be documented both in the text and in the works cited page at the end of the essay—consult your St. Martin’s Handbook for a refresher on MLA documentation.

I AM OPEN TO CREATIVE PROJECTS—APPROACH ME AS SOON AS POSSIBLE AND WE CAN NEGOTIATE AN AGREEMENT ON WHAT WILL BE EXPECTED.

PAPER OPTIONS:

1) RESPOND TO A WRITTEN OR VISUAL TEXT (BOOK, FILM, DOCUMENTARY OR ESSAY) THAT PRESENTS A HISTORICAL NARRATIVE (implicit or explicit):

EXAMPLES:

Review Essay of The Many Headed Hydra: Sailors, Slaves, Commoners, and the
Hidden History of the Revolutionary Atlantic
By Michael Benton

2) RESPOND TO A PERFORMANCE, MONUMENT OR EXHIBITION THAT CRITIQUES OR CONFIRMS A COLLECTIVE MEMORY OR CULTURAL REPRESENTATION:

EXAMPLE—Visit this site Reconstruction
Go to the far right, on top, there is a button that says Archives , click on it now look at the middle of the screen and click on the link Number 4, Fall 2002 scroll down till you see Michael Benton on “Guillermo Gomez Pena s El Mexterminator and Cyber Vato” click on it and read the essay.

ZoneZero Exhibitions
There are multiple pages of exhibits (over a hundred exhibits)—to access more than the first page of exhibits go to the bottom of the page where there are a sequence of round buttons—click on them to visit other exhibit pages. WARNING: Some of these sites contain images of violence, sexuality, complex political and philosophical statements or critiques of belief-systems. These are all personal artistic statements. These are intended be used as examples/models for how this assignment could be approached.

3) DEVELOP YOUR OWN INTEPRETATION OF A KEY TERM OR QUESTION FROM OUR COURSE AND CREATE A DEFINITIONAL STATEMENT. USE OTHER SOURCES AND DRAW FROM YOUR OWN PERSONAL EXPERIENCES. This "must" involve a clear argument of your perspective on the concept, how it fits into other understandings of the concept, and the possible uniqueness/importance of your position in regards to this concept.

EXAMPLES—

Collective Memory

SEEING AS BELIEVING—JUDITH BELZER (MULTIMEDIA)

WHAT IS CULTURE?

Visit Reconstruction
Go to the far right, on top, there is a button that says Archives , click on it now look at the middle of the screen and click on the link Number 1, Winter 2003 locate the essay title “What we write and why?” click on that link and read the essay.

ZoneZero Exhibitions
There are multiple pages of exhibits (over a hundred exhibits)—to access more than the first page of exhibits go to the bottom of the page where there are a sequence of round buttons—click on them to visit other exhibit pages. WARNING: Some of these sites contain images of violence, sexuality, complex political and philosophical statements or critiques of belief-systems. These are all personal artistic statements. These are intended be used as examples/models for how this assignment could be approached.

4) DEVELOP A GENERATIONAL STATEMENT IN WHICH YOU CRITIQUE THE WAY IN WHICH YOUR PARTICULAR GROUP, COMMUNITY, SUBCULTURE, ETHNICITY, CLASS, GENDER, REGION, OR FAITH IS REPRESENTED BY THE MEDIA.

Watch Spike Lee’s movies, especially Bamboozled, for examples of this method.

“MTV Generation or Generation X” by Kristina Ross

5) CREATE A “COMMON-PLACE BOOK” IN WHICH YOU USE VARIOUS SOURCES TO DEVELOP YOUR UNDERSTANDING OF THE PRODUCTION/REPRESENTATION OF A COLLECTIVE MEMORY OR BELIEF: (a common-place book is a scrapbook that is used to aid personal reflection on one's own views/perspective, an event, community, or belief-system)

EXAMPLES--

“The Human Ecology of Memory: A ‘Common-Place Book’”

SEEING AS BELIEVING—JUDITH BELZER (MULTIMEDIA)

ZoneZero Exhibitions
There are multiple pages of exhibits (over a hundred exhibits)—to access more than the first page of exhibits go to the bottom of the page where there are a sequence of round buttons—click on them to visit other exhibit pages.

WARNING: Some of these sites contain images of violence, sexuality, complex political and philosophical statements or critiques of belief-systems. These are all personal artistic statements. These are intended be used as examples/models for how this assignment could be approached.

7) PRODUCE AN ETHNOGRAPHY OR HISTORY OF A LOCAL CULTURE OR A SUBCULTURE.

Talk to me about ways of doing this project and possible models—this can be tailored to fit your proposal.

WHAT IS CULTURE?

8) RESEARCH A CONTESTED HISTORICAL EVENT, CULTURE, OR COMMUNITY.

Talk to me about ways of doing this project and possible models—this can be tailored to fit your proposal.

Writing a College History Paper

A Student’s Guide to the Study of History

9) CREATE YOUR OWN ARTISTIC, POLITICAL OR REPRESENTATIONAL METHOD FOR APPROACHING THE CONCEPTS OF COLLECTIVE MEMORY, LOCAL CULTURE, OR HISTORY—AS WITH ALL OF THESE PROJECTS YOU MUST GET APPROVAL FROM THE INSTRUCTOR.

Five Basic Criteria for a Research Paper

Five Basic Criteria for a Research Paper

1. Concept addresses the strength and clarity of the paper overall. Is the paper's topic clearly laid out? Have you introduced your reader to the questions about that topic that the paper is trying to answer? Are your answers to those questions also clear? Is the argument that drives the paper worth making, or does it seem simplistic? (That is, are you arguing that the sky is blue, or that water is wet?)

2. Analysis addresses how well you've developed and supported your paper. Does the paper make the reader feel that you really know your topic and your sources? Have you followed your analysis of the topic as far as it could go, or have you left your reader saying, "Well, that's true, but what about this?" Have you shown your readers how you arrived at your position, or have you simply told them? Are your assertions backed up with references (in the form of quotes, paraphrases or summaries) to your sources? When you quote a source, do you then interpret the quotation -- or do you leave it sitting there, hoping it will speak for itself?

3. Structure addresses how well you've led the reader through your paper. Does your paper follow a clear and logical progression from idea to idea? Have you prepared your reader early in the paper for the arguments you are going to make? Do you make logical transitions from idea to idea, or do your peer reviewers often ask you, "How did you get from this paragraph to THIS paragraph?" Does your paper address all the issues you bring up in its introduction? Does your paper conclude, or does it just stop?

4. Style addresses how the paper sounds. Does the paper's introduction really introduce the paper, or does it just spin its wheels? Do parts of the paper strike the reader as superfluous, as "dead wood?" Does the paper often rely on the passive voice? Does the paper use the right words at the right time, or does it seem "thesaurusized?" Does the paper seem wordy, or its tone overly weighty, to its readers?

5. Presentation and Documentation (P&D) addresses how the paper looks and reads. Does the paper exhibit consistent grammatical or mechanical mistakes (i.e., sentence fragments, clumsy syntax, shifts in tense, incorrect punctuation or spelling)? Are your readers stopped by sentences they either don't understand or have to spend time figuring out? Are your sources clearly and accurately documented in both the footnotes and the bibliography? Does the paper make the reader feel that you are paying attention to details, or that you've rushed to print without reading the paper yourself?