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National Universities“ and ”Mountainlair

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“National Universities” and “Mountainlair”

“National Universities” and “Mountainlair” are example of some places found in Morgantown, West Virginia. When carrying out various researches in regards to these two places in Morgantown, different interviews involving about 150 students and 15 head of departments in different public universities were carried out. The “National Universities” and “Mountainlair” are said to be located on the downtown campus of West Virginia in Morgantown. In Morgantown, there are four historic contexts for multiple property nomination which include “Education at West Virginia University, which existed in 1867-1942,” the “Architecture of West Virginia University Buildings, 1870-1942,” “Farm Properties of West Virginia University, 1850-1940,” as well as Jackson’s Mill State 4-H Camp of West Virginia University, 1921-1939.”

These historical contexts majorly reflected the principal themes which were mainly illustrated by the widely speckled holdings of the university. Both “National Universities” and “Mountainlair” places have contributed to a great significant contribution to the history of Morgantown. For instance, West Virginia University (WVU) is recognized to be the state’s only comprehensive land-grant institution and the only institution offering a full array of graduate and undergraduate programs. It is the flagship institution for higher education in the state. West Virginia University was created “in 1867 as the “state’s land-grant institution under the terms of the 1862 Morrill Act, as amended in 1864 to include West Virginia. Throughout the nineteenth century, Morgantown had become a center of education for the western Virginia.

West Virginia University is renowned to be a public institution which was established in 1867 in a small city of Morgantown, in the northern part of the state. The university is said to have enrolled about 22,827 undergraduate students and it is located in the suburban with a campus acre of 2,737.Research has shown that the University ranking in the year 2000 was 170, among the Best National Universities in Morgantown. Its location next to the borders has enabled the students to easily drive to the cities of Pittsburgh as well as providing conveniences for them particularly to the students who wished to take break from the academics for weekends. According to research carried out in the states of Morgantown, it is evident that the most public universities in West Virginia were established on their own historic preservation committee in the year 1980s. The public university consisted of both the faculty as well as the head departments who were to be in charge of various activities that were taking place in the University. Other people within the University include the director of housing and the students enrolled to take various courses.

Research also shows the university offers about 200 students taking their bachelors, masters as well as professional programs within the 14 colleges named to be the best in overall performance. Example of the graduate courses which these public universities offer includes the college of Business and Economics, School of medicine and many others. The establishment of the National universities has allowed the students at the West Virginia University in Morgantown to help one another through the Center for the Civic Engagement, which for many years have given class credit for both the community service and the students while promoting various events which include Random Acts of Kindness Week. Conversely, there are also more than 300 student organizations for students to try, which includes nearly 30 Greek chapters, club as well as, intramural sports.

Mountailair on the other hand is recognized as an a national university in Morgantown which is not only established for studying, however, it also has some great ways in which the students can get more involved on the campus. The university provides a unique entertainment particularly for the campus community which ranges from contests to lectures. The Campus has reservations which coordinates a wide variety of different events on the campus formed by the student union. The building has a space of about 220,00 square feet of building space and is identified to be of great significance to the students as well as the local people given that it provides the University community a meeting place for activities involving recreational, cultural along with educational pursuits. The campus also has been noted to plan more than ten thousand events in each year, which range in size from ten to five hundred participants. The university also provides food to those students who take classes within the place. At the Mountainlair, students can easily grab for food such as snacks, pizza or burgers to tickle their taste buds. Within the ground floor, the University has constructed a bowling center. Along with the Bowling centers, the Games area also provides 11 full sized competition level billiards tables. The program was of a great benefit to the students since students would go to the places whenever they felt like doing exercises. Other programs available within the campus area include bowling leagues, billiards, tournaments, intramurals, and cosmic bowling. Furthermore, located within the Game area are the lounge spaces with table tennis and televisions.

While gathering data of “National Universities” and “Mountainlair” in Morgantown, West Virginia, various interviews were made to help the researcher get valid information regarding the two places. The research also used questionnaires where the respondents filled the information that were required and submitted back to the interviewer. Data collection relied on two sources such as primary and secondary sources. However use of interviews made it easier for the researcher to get reliable sources. The people involved in the interview included the Head department of those two National Universities along with the students who get services from the campuses. About 150 students were collected randomly for the interview and only 145 of the people willingly participated in the interview. Conversely, a meeting with the head of departments of “National Universities” and “Mountainlair” and other national universities in Morgantown were carried out and out of the 15 selected schools, 10 people were also in for the interview. The use of interview and questionnaire as a means of collecting data was important because the researcher was able to get the reaction of the participants’ hence immediate feedback on the topic of discussion. While filling out the questionnaire, participants were requested to indicate the university they enrolled in because the information gathered was to be also used by the head of departments in knowing changes they could make so as to provide the students with good services. In the questionnaire papers at least ten of the questions were to be answered and the researcher was able to analyze the full report using the information gathered from the participants.

The main aim of carrying out the interview was to find out how the national universities in West Virginia were able to perform well as well as, emerging among the best as compared to other public universities in other states. Research collected from the interview carried out between the students showed that most students emerge to perform well because of their hard work and respect they have to their lecturers when carrying out their classes. Other students stated that they are goal driven hence before joining the university they usually have a set goals and objectives to achieve at the end of their courses. The head of the departments of the national schools also reported that, most students who enrolled for their courses are all able to give them ample time hence were not forced in doing activities involving both class work and co-curricular activities. The data collected from the students interviewed also showed that different programs that the university implemented also was of great significance to the students hence enabled them to improve on their educational performances. For instance, in Mountailair, the students had enough time for recreation such as playing billiards, going for bowling leagues, tournaments and other activities. These activities are important because they give the students enough time relaxing their mind whenever there is boredom in places they carry out their studies. Socializing with one another is also important because students get to learn one another well hence sharing of ideas among themselves. Therefore, campuses carrying out school activities should ensure that there are recreational programs in the mix which will give the students opportunities of nurturing their talents within and outside school compounds.

Social Inequality

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Social Inequality

Social inequality refers to the ways in which people categorized by factor such as age, ethnicity, class and gender are positioned with respect to access to social resources and opportunities. Many forms of social inequality are shaped by cultural practices and geographical locations. Poverty is undoubtedly a major source of inequality word wide. Poverty is the position of one who lacks certain amount of money or material possession. Poverty was traditionally thought to be unavoidable mainly due to use of insufficient methods of production. Poverty creates a social divide in which different classes of people access human needs such as health care, food, clothing, water, clothing, education and shelter (Pantazis, 156). Poverty at individual level can be described by money and wealth one possesses. At institutional level such as a state, it is described by the measure of its capability to provide social amenities and infrastructure. Social amenities include schools and hospitals while infrastructures include roads and railwyas.

Poverty denies individual persons and institutions access to many opportunities. Since others have adequate resources, this keeps advantage over others and therefore leading to social inequality. Poor people hardly afford education. They may be able to only access education at lower levels such as primary where education is relatively cheaper compared to higher levels. Poor people may not as well be able to get quality education since the quality comes with more demand for money and resources. Rich people can adequately pay school fees for their children who in turn get quality education. Children from wealth backgrounds attend school without disturbances and normally achieve higher levels of education. Wealth individuals have money to spend on schooling for cots such as tutoring, private schooling and college payments. Education is crucial for one to gain experience and knowledge in certain fields. Children who achieve in education end up being employed in organizations where they are paid well and live better lives. Most children from poor backgrounds though may be bright, under-achieve in education or even other drop out and get employment in low paying casual jobs (Osberg, 56). These differences eventually stratify people in terms of income and the quality of lives they lead. Poverty still influences the opportunities an institution such as a state gets through education. In institutions where inclusive education policies have been put in place, social inequality tends to be reduced. This is reached through free or subsidized education and making it a right for every child to attend school. The quality of education offered in different countries or even districts vary according to quality of supplies, sizes of classes and payment made to teachers. Countries where larger percentage of its population get quality education is better placed in terms of social welfare compared to country which lacks quality education. Institutions with equal access of quality education to its members provide individuals capable of finding opportunities even at international level.

Health care is very crucial to human life especially with killer diseases and rapid growth of population. Deaths caused by poverty related cases reaches almost a third of total deaths occurring annually worldwide. Wealth people access better health care because they have adequate resources to seek treatment in private hospitals. They also have high life expectancy as a result of food availability. Malnutrition and hunger is the biggest threat in poverty stricken areas. People living under poverty suffer low life expectancy (Ore, 205). Poverty, therefore, denies people an opportunity to lead a comfortable health life. Institutions with proper and affordable health care to its population have strong man power. Health population is more productive and is able to seize available opportunities to create wealth. Health persons are very dynamic seeking opportunities for economic growth. Countries with health care systems that favor its people get adequate income to gather for its budgetary allocations. The living standards of healthy persons and institutions are higher because of the income its population is able to generate. Poverty level affects health standards which in turn affect productivity and hence social inequality.

Shelter is basic human need. Poverty has created social inequality in the kind of housing one is able to live in. Poor people cannot afford proper housing and water supply. Wealth people have adequate resources to find good places to set up their homes normally fitted with water supply and electricity. Security is also better with big compounds and hygienic surrounding. In most towns, certain class of people lives in certain estates which in real sense define their economic class. Most poor persons in developing countries live in slums where the cost of houses is relatively cheaper but with poor sanitation and security. As it is evident in most cities in the world, people with the same class live in certain parts of a town (Neckerman, 103). Low class people are denied opportunity to live in healthy and secure environment.

Education Policies that Address Social Inequality (EPASI) is a program supported by European Commission under the department of Education and Culture. EPASI gives detail of elements that can be employed to curb social inequality. Addressing educational inequality is essential to tackling social inequality. Identifying successful policies and examining the reasons why some groups are disadvantaged will help solve the problem. Subsidizing higher education will demystify the notion that it is meant for certain socio-economic group .Poverty is the root cause of social inequality in most parts of the world. Poverty can be eradicated by tapping the potential of women. Female population is large and promoting equality and ending discrimination against women is critical for poverty reduction. Encouraging self-employment and creation of jobs will play a central role in ending poverty. Accessibility of capital, other productive resources and land must be improved. Efforts should be put in place to reduce the percentage of under-nourished that cannot get out of poverty (Grusky & Amartya, 294). Protecting environment to eradicate is poverty critical for safe and clean water. Provision of quality secondary and higher education is necessary for acquisition of relevant skills and methods to increase productivity. Effective governance and effective administration through policies that promote cohesion and stability create an enabling environment for development.

Social inequality is the lack of equal opportunities to certain resources in the society. This disparity is cause by several factors including culture, gender, race and traditions. Social inequality is depicted by difference in education, health care, shelter and clothing. Poverty is the main cause of social disparity and affects most of the other factors. Social inequality is characterized by the continuation of unequal opportunities for different social positions within society. It contains prearranged and repeated patterns of unequal distributions of opportunities, punishments, wealth, rewards and goods. Thus, two main for measuring social inequality are: inequality of opportunities and inequality of condition.

References

Ore, Tracy. The Social Construction of Difference and Inequality. New York, McGraw Hill Publishers, 2011. Print.

Osberg, Lars. Economic Inequality and Poverty: International Perspectives. Armonk, N.Y: M.E. Sharpe, 2001. Print.

Grusky, David B, and Amartya K. Sen. Poverty and Inequality. Stanford, Calif: Stanford Univ. Press, 2006. Print.

Neckerman, Kathryn M. Social Inequality. New York, NY: Russell Sage, 2004. Print.

Pantazis, Christina. Poverty and Social Exclusion in Britain: The Millennium Survey. Bristol: Policy, 2006. Print.

Vegetation Measurement

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Vegetation Measurement

Vegetation measurement is the measure of vegetation in a specific area. It helps people understand the vegetation structure and its composition. The methods implemented in measuring vegetation include cover, frequency, density, biomass and structure. This report seeks to explore only two methods; cover and density showing how they are used to measure vegetation.

The methods used in measuring density differ from the other. These methods vary depending on the different parameters. These parameters are vital in ecology and forestry. The different methods include:

Point frame method

This method was an original proposal of Madden and Levy in 1993. The horizontal point frame method entails of a frame. The frame has three parallel transverse rails with punched holes at regular intervals. Estimation of vegetation was achieved through pushing pins at each hole then the hits corresponding to the vegetation recorded. The calculation of the vegetation density was achieved through;

Dv = (1/ Lp) x (Nhits/ Nholes)

Lp is the length of the pin in meters while is Nholes the overall number of holes. This method, according to Dudley is the one of the most objective measuring methods of vegetation density. Previous methods have shown that this method is efficient, reliable and accurate.

Cover board method

In this method, a white board with grid is horizontally moved away from the observer and the distance, L, is then recorded. The grid has half of its points covered with vegetation from the observer’s location. On a random distribution of vegetation, the density is calculated through;

e˄ (-Dv_l) = 0:5

Dv = (-1/L) ln 0:5

The advantages of this method were that it required little equipment, it was rapid and that it provided approximates over great distances in scant vegetation. However, this method relies on subjective approximates of fractional coverage from the observer, which is prone to differ with another causing substantial error.

Plant cover is the percentage of ground surface that is under vegetation or other coverage like the rocks, moss, litter or bare-ground. Different types of measurement are used in measuring the plant cover.

Basal cover

This is the measure of the proportion of the plant extending into the soil. It is usually more stable from one year to another and changes minimally due to the fluctuation of climate or usage by grazers. It is commonly used for trend evaluations or calculations of species structure.

Foliar cover

This is the measure of a leaf’s exposed area in vertical projection. The cover equals the size of the shadow with the sun at noon. The small openings in a leaf are excluded. This method is highly vulnerable to perennial fluctuations due to biotic or climatic factors. It may be very difficult to measure apart for some form of growths like shrubs, cactus and forbs.

Canopy cover

This is the estimate of the area of influence of a particular plant. The total canopy may over exceed 100% due to overlapping of shadows from overlapping plants. These methods of evaluation of the vegetation measurement are important because they help the users of the land particularly the farmers to know which areas are good for farming. It also helps understand the climate area of certain plants and boost their growth by providing a conducive environment.

Works cited

Basic Problems and Techniques in Range Research: A Report of a Joint Committee of the American Society of Range Management and the Agricultural Board. Washington: National Academy of Sciences- National Research Council, 1962. Print.

Wirth, Troy A, and David A. Pyke. Monitoring Post-Fire Vegetation Rehabilitation Projects: A Common Approach for Non-Forested Ecosystems. Reston, Va: U.S. Geological Survey, 2007. Print.

Sixties Liberalism and Revolution in Manners

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Sixties Liberalism and Revolution in Manners

Sixties Liberalism and Revolution in Manners by Kenneth Cmiel is an article that argues civility is the law of the land. Civility as a form of protests, ensures there is no violence involved. Civility was however quite difficult to defend because of civil disobedience instigated by leaders such as Martin Luther. Civility proved to bear no fruits during protests as compared to uncivil protests and that is why most protestors prefer uncivil protests. During protests, defending and maintaining civility is quite hard because most of the process were uncivil. Incivility is not the easiest nor is it the safest way of conducting protests but for protestors more often than not using incivility get what they are asking and although uncivil protest is not necessary it is however essential. For most protest during Civil Rights movement leaders including Mahatma Gandhi and Thoreau had proved essence of uncivil process.

Movements during the ‘60s used both violent and non-violent means during the Civil Rights movement. This period served as “jumping off point” where authors questioned limit of civility as well as the powers of the government when it comes to restricting protests. Uncivility in protests were seen as being against the norm of Americans and thus many uncivil protests were often quelled by the police. Civility in the 60s crashed including language, dress, sexuality, style and beliefs. White Southerners believed that the countercultural society threatened the American civil lifestyle and made a comparison to the Victorian ideals in the ‘20s. Countercultural responded by stating when forced civility was used then there was constraints when it came to freedom of expression and speech which was against the rights in the constitution. There were changes that were made by the Supreme Court redefining the line in which civility as well as the law overlapped. Flexibility was allowed for some cases however boundaries were kept on certain institutional civilities including the schools.

Works Cited

Stopping by Woods on a Snowy Evening

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Stopping by Woods on a Snowy Evening

The poem “Stopping by Woods on a Snowy Evening” by Robert Frost written in 1923 pictures a setting of a scene with wood and in a snowing evening that is hauntingly barren and pastoral. The poem is about a moment in nature whereby the author pauses for a moment in the wood admiring he beauty of snowy evening. The great works of Frost were seen as a gift and his poem stopping by the woods in a snowing evening is presented and viewed to be a musical poem with the application of great rhythm and having a direct touch that enhances the calmness and assuring nature of the poem (Heitman, 35). The main theme brought out in the poem is that of a person being able to concentrate fully on fulfilling their promise with the calmness in nature as they are not distracted by nature of life.

The analogy of the poem presents two varying messages that could be liked with the blues music whose rhythm would be sly and charming inspiring smiles on the audience even though their messages are sad and dread. The calm rhythm used by the author suggests on how everything was alright s the message of the words showed how everything was not alright. The development of this essay shows the major theme of the poem that is the central concentration of fulfilling promises and accomplish duties of life without distractions presented by the pleasures of life, thus showing the theme of duty and responsibility (Heitman, 35). Fulfilling promises and accomplish of duties presented in the poem is a lesson that is projected for the audience especially being adult thoughts. The lesson shows that no matter how one needs to stop and need to stay for the pleasure of nature promises have to be met as well as responsibilities. The idea of accomplishing and fulfilling duties and promises is developed throughout the poem by the use of literary elements such as repetition, rhythm, personification, mood, euphony and the title of the poem.

Most people have often assumed the poem to be a contemplation of death with most of the power based on the line and notion of the author that the woods were “lovely, dark and deep” (Frost, 13). The poem developed by frost was open to interpretation and with the bittersweet complexity of his life, it was assumed to show the complex mix of the transcendent and the tragic in the human experience (Heitman, 36). The author shows the theme of fulfilling promises as well as accomplish duties when he states that before he can rest, he “had miles to go” (Frost, 15&16). As suggested by the title of the poem stopping by woods on a snowing evening shows how the author could not help but be arrested by the beauty and lovely sight of the woods which shows how nature provides a respite from the society and work demands. The author, however, even though allowing himself the small respite from worldly concerns, he pulls himself together nudging himself to move on. The theme is developed clearly in the concluding passages that elucidate the central theme of fulfilling promises and accomplishing duties through the following passages. ‘The woods are lovely, dark and deep. But I have promises to keep. And miles to go before I sleep. And miles to go before I sleep (Frost, 13-16). The author applies the uses of repetition in the last sentences to show that he was aware that he had miles to go as well as emphasize the responsibilities that are pressing. The author applies a regular rhythm capturing the conflict between human and nature, as well as showing the differences between the promises and obligations that adults have in life. The main point of the poem is shown whereby the traveler from an adult perspective stops in woods to admire beauty to when he decided to restart his journey when he realizes his duties. The second stanza applies personification whereby the author personifies the thinking of the horse when it stands as if it understood the owner’s urge to stop. Imagery is used to develop the setting of the poem helping the audience to picture the woods, how dark they were and snowy showing the power of nature that made the traveler stop despite having responsibilities. The story applies euphony when the author takes us through the woods that ought to be scary but the pleasing sound provides calmness and comfort that the traveler wishes to stay without the troubles of the world. “the only other sound’s the sweep / of easy wind and downy flake” (Frost, 11-12) lines of the poem sets the artful mood of the poem which is relaxing that as well shows the realization of the traveler that he has to move on. Parini as well quotes Robert Penn Warren in support of the theme whereby “A native takes, or may take, a place for granted; if you have to earn your citizenship, your locality, it requires a special focus.” (Heitman, 36). this shows that in the poem concentration is required to fulfil the promises and accomplish responsibilities as well.

Developed with many themes the poem “Stopping by Woods on a Snowy Evening” by Robert Frost was open to interpretation by the reader. The literary devices used in the poem, however, analyses the central theme of the poem to be duty and responsibility that shows on fulfilling promises and accomplishing duties one needs concentration. Use of repetition, rhythm, personification, mood, euphony and the title of the poem emphasizes on the important lesson the poem intends to articulate which is everything is alright as compared to the interpretation of the poem meaning death. The regular rhythm that is steady throughout the poem shows that there is nothing odd from the ordinary in the poem at all. The poem tends to show the realization and the self-awareness the traveler had on his duties as compared to the argument that the author was contemplating death.

Works cited

Frost, Robert, and Susan Jeffers. Stopping by woods on a snowy evening. New York: Dutton, 1978.

Heitman, Danny. Verses and Adverse. 2014. Pdf file

Stopping by Woods on a Snowy Evening (2)

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Stopping by Woods on a Snowy Evening

The poem “Stopping by Woods on a Snowy Evening” by Robert Frost written in 1923 pictures a setting of a scene with wood and in a snowing evening that is hauntingly barren and pastoral. The poem is about a moment in nature whereby the author pauses for a moment in the wood admiring he beauty of snowy evening. The great works of Frost were seen as a gift and his poem stopping by the woods in a snowing evening is presented and viewed to be a musical poem with the application of great rhythm and having a direct touch that enhances the calmness and assuring nature of the poem (Heitman, 35). The main theme brought out in the poem is that of a person being able to concentrate fully on fulfilling their promise with the calmness in nature as they are not distracted by nature of life.

The analogy of the poem presents two varying messages that could be liked with the blues music whose rhythm would be sly and charming inspiring smiles on the audience even though their messages are sad and dread. The calm rhythm used by the author suggests on how everything was alright s the message of the words showed how everything was not alright. The development of this essay shows the major theme of the poem that is the central concentration of fulfilling promises and accomplish duties of life without distractions presented by the pleasures of life, thus showing the theme of duty and responsibility (Heitman, 35).

Leigh, Patel. Educational Research and Institutionalized Oppression. Decolonizing

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Leigh, Patel. “Educational Research and Institutionalized Oppression.” Decolonizing educational research: From ownership to answerability., Routledge, 2015, pp. 177-179.

The chapter, Institutionalized Oppression,” in Lisa (Leigh) Patel’s book addresses how a system undermines the freedom of black people because it is created only to maintain white supremacy. The author discusses how stories of pain, anger, and resentment have become so familiar circling on popular online media sites. She also questions the logic behind the activities of educational research through the analysis of studies and speech presentations as a tool to maintain anti-blackness.

It is clear from the sentiment that the marginalization of black people in America is no simple issue. The author starts by suggesting schools should not be a ground where marginalization is cultivated. School should be a space where people are judged based on competence and image and the white supremacy beaten by intelligence. The author continues to suggest that if research was to be considered a tool then it should focus on highlighting how schools have painted marginalized groups as savage for decades. Institutions might be talking about social justice but the financial burden an education imposes on people of color says otherwise.

Like the rest of the racial society, education research has been as guilty because they have used proxies to cover up the ugly nature of white supremacy. The authors believe that education has been a tool to erase the history of the indigenous people and their connection to this nation and the land itself.

Overall, this article is straightforward from the start and the reader realizes what it is about by the first paragraph. Its introduction is concise and attracts the attention of the reader particularly to this sensitive topic in America. The idea of education and the contribution of research in supporting the relegation of people of color is a new perspective for explaining the tools that continue to support white supremacy. This piece discusses a relevant theory and does a great job conveying it and lays out a great way of looking at this multifaceted problem.

Unit of analysis

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1 Unit of analysis

The unit of analysis in this study are states

2 Variables

By looking at the gun issue in the U.S. there are key indicators that are used as variant elements when studying the issue. One of the key aspects that paint the image of U.S. gun issue is the legalization and dependent factors for the gun use. One of the most outstanding variants in the gun issue is the difference between the registered and illegal guns. Perhaps it is hard to pinpoint the number but it is clear that there is a considerable number of people who carry guns illegally. The Tennessee’s 2014 decision to allow unlicensed individuals to carry guns is one of the most dynamic debating point in the issue of illegal guns in the area. Some people and law makers have argued that allowing unlicensed individuals to carry guns will only add fuel to the fire in an already sensitive issue of public security. The increase in robbery, killings, and even suicide was seen to increase dramatically in Tennessee with many claiming that the issue was not well thought. Digging deeper into the matter revealed that the aspect of vetting individuals to weigh out their mental stability and credibility of handling a gun plays a crucial role in the area of public safety.

The decision to allow unlicensed individuals to carry firearms in their vehicle was believed to lead to an increase in gun thefts from vehicle. A case in point is where the unregistered firearms were noted to be the most used in crime and other peace-threatening activities. Most importantly, permitting unregistered individuals to carry firearms was noted to lead to increase in crime. The use of firearms in most cases led to the individuals using the opportunity to even carry more than gun. The legal basis of this 2014 law was the increased cases of robbery and even theft of guns in vehicles. Most of the people who were interviewed on the viability and legality of allowing unlicensed individuals to carry firearms stated that the issue itself is a threat to local public security. As noted in many cases, the Tennessee firearms laws have a very unique outlook from other areas.

One of the underlying factors on firearms laws in Tennessee is the link between the legal basis and the individual rights. As seen in many areas, the gun laws in Tennessee have been revised occasionally to blend with changing aspects of legal basis. Within the past three years, Tennessee has made drastic changes in its firearm laws that are meant to bring sanity in the public. Tennessee issues permits for the concealed or open carry of handguns, but not loaded long guns. However, an individual is free to carry a loaded handgun or long gun in their car without a permit as part of the expanded “castle doctrine” self-defense law. The basic laws that restrict firearm ownership in Tennessee are fundamentally laid in line with the local legal backing. To add on this Tennessee has seen a drastic revision of the firearm laws that have made it possible to create a viable and strong public safety mechanisms. However, the permitting of unlicensed persons to carry firearms in vehicles has for most cases been criticized. One of the basis for the negative perception regarding the law is that it has restricted viable firearm limitation rules that are mostly needed in Tennessee.

Dependent Variable

Gun theft from vehicles

Gun theft from vehicles as the dependent variable is descriptively related to the issue of firearm theft that is implicated on reckless permitting of unlicensed individuals to carry firearms. Gun theft from vehicles in Tennessee has occasionally been reported to police and ranks among the top security issues being addressed today. With many individuals carrying guns and leaving them in vehicles, the security threat has increased due to the stealing of those firearms. One of the defining aspects of the gun theft in Tennessee is that the unlicensed individuals hardly have the right documentation for the guns. This makes the firearms an easy target by the criminals who find them easy to carry as they are hard to track.

Another issue is that some of these individuals who carry guns are reckless and leave them in in the open where the thieves can easily get them. For example, 3 out of 10 guns stolen from vehicles were as a result of the owners leaving the car windows open. Such reckless behavior only points to how unqualified the gun owners are to a point where they leave their firearms an easy target and in the open. The Tennessee gun laws first prohibit public display of guns mainly in areas with children like malls and supermarkets. The reckless behavior of some of the gun owners has only intensified the matter with the local authorities unable to bring sanity to the matter. As seen in most cases, gun owners undergo extensive vetting to ensure that they are qualified to carry guns. Allowing unlicensed individuals to carry guns goes against the norm and raises an issue of insecurity that has for many decades created a public safety issue.

The Tennessee gun laws are mainly ascribed to the public safety that have for many years been revised to match the safety needs. The legalization of guns in public places remains the major point that attributes to the growing aspects of public safety. In the past ten years, Tennessee has had a robust gun control and regulation laws that have enabled the region upgrade its public safety. However, there have been some limitations that relates to the increasing issues of allowing unlicensed individuals to carry guns. Federal law prohibits certain persons from purchasing or possessing firearms, such as people who have been convicted of felonies, people convicted of certain domestic abuse crimes or subject to certain domestic violence related restraining orders, and people with certain mental health histories. One of the drawbacks in this is that the key laws laid down has created loopholes in public safety that has increased the issue of gun theft. The most disturbing issue is that these guns are stolen and end up in the wrong hands. Consequently, the increasing cases of crime like robbery and killings will only get worse as the public safety issue is also threatened.

Operational definition:

The number of incidences of theft of property inside vehicles has dramatically increased in Tennessee. For example, in 2017, it was reported that there was an average of 7 cases of property theft in vehicles per week in Tennessee that shows the sensitivity of the issue. One of the underlying factors in this issue is that the local authorities and the police continue to lament the laxity in law making that has created loopholes in the area of public safety. To make the issue worse, the laxity in gun laws has created a huge loophole that continues to make it hard for the police to keep law and order.

Theft in cars has been one of the main issues that Tennessee faces and this even involves stolen guns that threaten public safety. Still, there has been more issues of robbery in public areas where the majority of the victims were individuals in the cars. Statistically, Tennessee has seen a 12% rise in public safety issues mainly the areas of theft of property inside vehicles. Among the reported cases, it was found that 2 in 10 thefts involved guns where the owners left the in vehicles. One of the underlying issues for this matter touches on people who left guns in the cars that today remains a key issue in Tennessee.

The police department in Tennessee reported that in 2018 alone, more than 2500 firearms were stolen in public places that accounts to 34% of the total cases. Among the stolen guns, 55% were stolen inside vehicles that points to the need for reforms in gun licensing. One of the ways to look at the issue is to evaluate how the problem of unlicensed individuals carrying guns affects local security.

Level of Measurement

Based on the laid down parameters regarding gun ownership in Tennessee have largely been pinned on key factors like regulation and right to own a firearm. The dependent variable will be a ratio variable because the distances between the attributes of the variable is meaningful and a value of zero on this variable is meaningful. The real attributes that imply a tangible value that is pinned on the dependent variable also touches on the gun ownership and variant rights. The level of measurement in this regard will look at the dependent and dominant factor that looks at the key aspects of a firearm regulation and how its related to the gun theft. To be precise, gun laws in Tennessee have always been pinned on the right to own the firearm and the personal right to safety.

On the other hand, the variable can also at the absence of gun theft in vehicles. The dependent variable in this case therefore illustrates the dominant factor that is also influenced by a set of variables. For example, the theft of guns can be associated with people recklessly leaving the car doors and windows open. Still, the variable can also be analyzed by assuming that the gun theft was a form of robbery where the firearms were well secured in the vehicle when they were stolen. The goal here is to look at all the factors surrounding the issue of gun theft in vehicles and how allowing unlicensed individuals to carry guns promote the theft.

Threat to Measurement Validity

iFace validity: Face validity implies that there is a credible proof basis that can be used to verify the reliability of the data collected on the phenomena. In this case, the face validity will be based on the logical presentation of the observable phenomena that in this case is gun theft. For a more clear analysis, the face validity will analyze the one on one link between the gun theft and permitting of unlicensed individuals to carry guns. To make it more elaborate, face validity is vital in this research because it will help affirm the credibility of the issue being studied. Still, face validity can help create the right outlook of values that will touch on the link between the integral and variant factors that all relate to the issue of gun theft in cars.

ii

Criterion-related validity: Criterion related validity is the true picture of the matter being studied and looks at the possibility of the occurrence. Looking at the relationship between tangible and intangible elements, the criterion-related validity will touch on the link between the gun theft and laxity in gun laws. For the case of Tennessee, the gun theft in cars is solely tied or blamed on lack of strong laws that can help tame or limit the issue of unlicensed individuals owning or carrying guns. This measure is an official measure of gun thefts from vehicles and therefore is generally accepted as a valid measure of the construct from theft from vehicles. Therefore, the dependent variable has criterion-related validity.

iii

Multiple Measures: one of the ways to verify that one factor in a study is related to the outcome is to compare more than one element. In the case of Tennessee, the best way is to have a directly linked elements that point to gun theft and show how these factors point to one outcome. For example, to show whether the variable captures changes in gun thefts from vehicles may be to compare it the number of insurance claims filed for stolen firearms. If the two measures are correlated, it can be expected that the measure has construct validity. Tennessee issues permits for the concealed or open carry of handguns, but not loaded long guns. However, an individual is free to carry a loaded handgun or long gun in their car without a permit as part of the expanded “castle doctrine” self-defense law. The basic laws that restrict firearm ownership in Tennessee are fundamentally laid in line with the local legal backing. Still, the comparison has to factor in a key variant that will remain constant in the issue that is the gun theft and how it relates to attributed causes.

Threats to measurement reliability:

iStudy reliability is one of the key aspects that define a valid outcome and thus the outcomes and findings of such a research can be trusted. Validity is only affirmed by the term consistency that is the stability in the data collected on the gun theft. Reliable data has a unique pattern that do not change with time but rather very dependent and shaped by matters on the ground.

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Social construction of race

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Social construction of race

Human identity and perceptions are defined by many parameters and factors. In a society, issues like race, gender, economic, political and cultural concepts determine relationships and perceptions. Race and ethnicity are two common words that demonstrate human identity, way of life, origin and social orientation. As an American immigrant, social constructions, globalization, interactions and personal experiences have been major determinants of my perceptions and way of life.

Everyone has his or her unique ethnic or racial definition. I am an Arabic speaking person. I am originally from Middle East. I do not have much experience in America having stayed in the country for about 4 years. I am an international student on F1 Visa studying information system technology. The studies have been funded by the government scholarship. I have loved America and would have wished to stay here longer. However, I feel that my acquired skills and experiences are needed more in the Middle East. I plan to go back to my country and work there.

Arabs have unique identity and way of life. The societal culture is characterized by collective norms and traditional family values. We are a heterogeneous people. Our identity is largely defined by genealogy, language, religion and culture. I have encountered several race based messages and conversations. With the growing threat of terrorism and global insecurity, there has been a perception that Arab Muslims in general are terrorists. When I came to the US, four years ago, during a general conversation with friends, one friend asked what I feel about these perceptions. This was the first time that I was directly I feel being perceived as a terrorist because of my race.

Race, ethnicity, and gender have been used by segregationists to achieve their personal and divisive agendas. Historically, the blacks were exploited in America as slaves while the women were not allowed to vote, take formal jobs and influence policies for a long time in this society. However, times have changed in America. I believe that no particular race or gender, including mine has undue advantage. For example, I was admitted into the California state university San Bernardino, purely on merit. My race or gender have not influenced how I am treated in the society or graded by professors. While there have been instances of racially inclined, the society is generally meritocracy oriented where freedoms and rights are protected. Racial color bars no longer exist in America.

While anti- racism policies exist in many institutions, in America, I still believe that nonfactual perceptions about some races exist. I experienced this during the case of Zimmerman’s shooting case. From the online discussions on social media and blogs, aspects of contemporary racism still exist. These issues are not openly manifest but have certain underling connotations. For example, some online writers and bloggers viewed the Zimmerman case as a purely racial issue while some took a more cautious view, terming it an accidental case. As my case where Muslims are perceived as violent, careless and cruel terrorists, evidently, social construction of racism exist, albeit unofficially. Personally, before I came to America, more so after 9/11, I knew that Arabs would have some negative image in America. While these stereotypes are not openly manifested, they are imbedded in the collective psyches of many people. I have also learnt that few people want to talk about racism more openly, with the blacks always viewed as the victims. While historically the blacks have been on the receiving end in terms of discrimination, today Muslims and white too are affected by stereotypical behaviors. Paradoxically, many people focus more on personal view other than social view. People tend to view racists as intolerant people while failing to have a collective societal look into the issues.

Summaries

Video

The video focuses more on experiences by Tim Wise on issues relating to racism in America and manipulative class systems. Racism is slowly creeping into the contemporary society yet efforts are not being made to address them. While people appear to hate racism, few are bold enough to offer ideological or philosophical arguments against white privileges that are socially and economically costly. Call for personal responsibility in tackling racism by the authorities have failed, more bold approach is needed.

Solutions to the contemporary structured racism, in work, political, social and economic sphere, lie on structural changes, dialogue, honesty and dialogues. There are ongoing effects of institutionalized racism that perpetuate white privileges. Because of racism, the white top class has been able to manipulate the system and classes to maintain their status and power. Those in power and positions of privilege strive to do anything and everything within their means for gain. Race manipulation is the easiest route for the powerful to retain their privileges. Social construction of race has thus helped the rich largely than even the low class whites whom they purport to protect. Social construction of race has thus led to economic deprivation of the poor and the vulnerable. The major victims are the blacks. For this reason, immigration reforms have faced a lot of hurdles over the years, with no concrete solution to date.

Article

From the article, Why Can’t We Talk About Race?, social construction of racism is existent in the society. In 2012 at Minneapolis Community and Technical College, a professor was punished for insensitive lecture on contemporary racism that prompted a protest by three white students of male gender. The male white men, according to the students, are socially portrayed as ‘the bad guys’. Such stereotypical attitude offended the male students. The male students felt that this was a socially constructed racism that the female professor was perpetuating.

Similarly, some years ago, Noliwe Rooks made almost similar comment that invoked uncomfortable comment. Noliwe Rooks had made a comment about campus tour group that he literally described as a sea of white people. Rooks wondered whether such a mix up would not affect the following year’s tour sign up by colored people. A staff member reprimanded him arguing that such comments would make white staff members uncomfortable.

Talking about, critiquing and analyzing structural racism has been viewed by some people as acts of racism. However, research has proved otherwise. 2011 research by Tuft and Harvard universities established that there are ‘replaced blacks’- prejudice against white Americans who are victims of contemporary racial discrimination. However, study by Kellogg Foundation refuted these findings arguing that 1.9 trillion USD is lost annually due to racism, but is the blacks, not whites, on the receiving end. The studies’ outcomes necessitate newer approaches to contemporary racism discussions devoid of misinterpretations and distortions.

Theories of Race and Ethnicity

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Theories of Race and Ethnicity

Reaction Paper

This paper gives an in-depth interaction to the Theories of Race and Ethnicity. This is a well written article which offers a lot of explanations on the meaning of race, ethnicity and racism. Besides, it traces the historical development of these concepts in the history of man right from the medieval to the present time. The presenter explores a series of approaches in presenting his ideas. These include the use of illustrations, discussions and analyses: components of an extensively conducted research.

The article begins by discussing the various meanings of the term race. Unlike what many people believe, the author argues that race is a socially constructed ideology that symbolizes divergent social interests and conflicts in justifying different kinds of human bodies. Race is no pegged on the biological appearance of an individual. Instead, it is just an idea of what people ascribe to biology. This means that it is not based on the physique of an individual, but just a belief that man has put on certain individuals with specific morphological constructions. This belief varies from individual to an individual depending on their associations in the society. In this regard, race, as a concept, can be categorized into micro and macro levels. Micro race refers to individual perception of others as distinct people who must be identified with a racial group. Macro race is a large scale stereotypical belief which is manifested at institutional levels. Hence, a person’s race can be a determining factor in securing job positions, winning elections or getting education opportunities.

The other important discussion made in this article is about racism. According to the writer’s point of view, racism is simply a combination of discrimination, prejudice and institutional inequality witnessed in people’s day to day relationships. A racist is a person who believes in equality based on people’s racial affiliation. To such an individual, a people should be given different kinds of treatment depending on their race. In this regard, some people are given preferential treatment as compared to others. This is quite discriminative because it promotes inequality. It is also unfair because it denies other people an opportunity to enjoy the privileges which they should all be entitled to, regardless of their racial background. There should be an equal treatment of all the people since they are natural equal. Complexion should not be a barrier to empowerment.

The paper reveals that there is a very close tie between religion and the rise of racism in the world. As the author insists, the history of racism can be traced to the 15th and 16th centuries when people were given preferential treatment based on their religious affiliation. For instance, in Spain, Christians and the Jews were treated differently. While Christianity as gaining prominence, the Jews who were converting to it were highly regarded as compared to the conservative ones who were deeply rooted in Judaism. In fact, it is because of this that the racial Spanish government organized for the infamous purging ceremony for the Jews.

Moreover, the article also links racism to the colonial activities of the Europeans. This author concurs with scholars of history who have blamed the intensification of this practice the European conquest of Africa, America and Asia. Originally, the Eurocentric Europeans formulated Hamitic theories in which they placed Africans as barbaric and cursed generation which should be controlled of being inferior to their white counterparts. This explains why they were conquered and subjected to lots of discriminative practices. They were not given a chance to pursue education, get employment and exercise their freedom of speech, association and conscience. Instead, they were enslaved, exploited and tortured. All this was done to them because they were taken to be taken as an inferior race.

I would like to agree with this author for producing such an informative article. It is true that racism has become a menace in the contemporary society. However, the argument that it was intensified by the Europeans holds water. The whites have assumed a position of supremacy because of the misleading belief in the inferiority of other racial groups like blacks. This justifies their intention of colonizing Africa under the disguise of spreading civilization, Christianity and education. Racism has persisted in the contemporary society. Despite the fact that all humans enjoy equality under the umbrella of the United Nations Human Rights, racism is still a force to reckon with. The blacks are still treated as second class human beings, just because of their complexion.

I would therefore like to commend this author for such a brilliant work. It is quite educative and informs the readers on the historical development and general knowledge about racism which has become a contentious issue in the world today. It has opened my mind to look at it from a scholarly perspective. However, I would like to appeal to the writer to dig deeper into this topic and tell the readers about the implications of this prejudicial practice. Besides, he should have gone ahead to discuss the efforts by different groups in addressing this menace. This leaves the readers with a very wide gap which needs to be bridged. Therefore, when writing such an article, I would like to recommend that the writer should go ahead to give the views of both the ‘superior’ and ‘inferior’ groups. If this is done, there will be a fair ground on gauging the contributions of each of them in curbing this problem from their midst.