Saturday, December 7, 2019
Short Summary of Vietnam Essay Vietnam was a struggle which, in all honesty, the United States should never have been involved in. North Vietnam was battling for ownership of South Vietnam, so that they would be a unified communist nation. To prevent the domino effect and the further spread of communism, the U.S. held on to the Truman Doctrine and stood behind the South Vietnamese leader, Diem. Kennedy and Diem were both killed in 1963 and 1964. Johnson took control of the situation by increasing the amount of money and manpower put into Vietnam. Congress passed the Gulf of Tonkin Resolution, giving the president full military power. After Johnson dramatically escalated the amount of soldiers in Vietnam, The North Vietnamese mounted a surprise attack during the Vietnamese new year, and this strike was called the Tet Offensive. It made America more aware of what they were up against, that the communists were capable of fierce, guerrilla warfare, unlike anything Americans had ever fought before. Images of the terror and disarray reached back home, and the U.S. began to wonder how effective their involvement in Vietnam really was. As we got further and further into the Vietnam War, few lives were untouched by grief, anger and fear. The Vietnamese suffered the worst hardship; children lay dead in the street, villages remained nothing but charred ashes, and bombs destroyed thousands of innocent civilians. Soldiers were scarred emotionally as well as physically, as The paranoia and fear of death never left them. The My Lai Massacre occurred in 1968, when the village of My Lai was completely destroyed, although it did not contain a single enemy troop. Over a hundred villagers were slaughtered. It became clearer to Americans how soldiers were losing control, and how there was no easy way to win this war. The draft took more and more people in as the years went on, and in1968 it peaked to over 500,000 soldiers involved in Vietnam. The government was so desperate for troops that even men with poor eyesight fought, and no education was needed. The people began to strike out and a revolution took place to restore peace to the nation. Some key ways to get the movement attention included student activism and anti-war messages present in songs and literature. The National Guard and other patrolmen often became violent in order to gain control of situations, and several people were killed. Growing Protest of the war caused Johnson not to run for re-election in 1968, and Nixon was elected to office. Nixons policy was called Vietnamization and called for slowly pulling troops out of Vietnam. Even while bringing these soldiers home, Nixon began to spread the war to Cambodia and Laos by bombing where several communist camps were thought to be. Protests continued until 1973, when a cease-fire was finally signed.
Saturday, November 30, 2019
Pros of Green Revolution Matchmaker.com: Sign up now for a free trial. Date Smarter! Pros of Green Revolution With the rapid growth of our global population pouring into the next millennium, we will witness an ever-growing hunger rate around the world. That is unless we call for a revolution on the global scale. The Green Revolution which already sprouted in the early part of the century only need to add a bit more momentum and we will see a bright future for the human race, a future without hunger and starvation V hopefully. It is becoming increasingly difficult for the planet to support its overwhelming population. And since the amount of arable land available is becoming scarce, we must seek ways to dramatically improve crop yields of existing cropland. By implementing new farming techniques provided with the new technological advances in machines we can see abundant harvest in even the poorest third world countries. For example, the Green Revolution has already showed admirable progress in the northern part of India ever since it took start in 1950. By 1997, northern India increased its grain production by 37 percent. This has proven that traditional farming methods are being rendered obsolete. And because by the year 2000, there will be half the land per person in developing countries as there was in 1970, we need to apply ultra-efficient methods to sustain the growing need. Not only does the Green Revolution enhances food output, it also preserves the environment. Traditional agriculture requires massive forest and grassland removal to obtain land necessary to farm on. Deforestation and overgrazing has caused erosion flooding, and enabled the expansion of deserts. But with drainage systems, leveling, and irrigation provided by the Green Rev, all this terra deforming will unlikely happen again. We can retain clean air and lessen the global warming effect caused by deforestation. Many people argue that a revamp in agriculture will be way too expensive and unrealistic especially for those poor farmers in third world countries. However many times, they exaggerate the price. In reality, farmers who take the first step in the revolution will most likely succeed and will have more money to invest in further development such as irrigation systems and wells and machineries. And since poverty is caused by low productivity of food which results in over expensive food prices, we can eliminate this problem by raising crop yields. We don't have much time and room to speculate on this issue. The turn of the century is approaching quickly and so is overpopulation. What we should be speculating on is how the development process proceeds not should it proceed. The Industrial Revolution altered the world one step ahead. The Green Revolution will take the next.
Tuesday, November 26, 2019
Women of the South American Yanomamo Society essays Women of the South American Yanomamo Society The South American Yanomamo society is decidedly masculine. Yanomamo women are considered inferior to men. The superior/inferior male/female duality occurs in all contexts of the Yanomamos lives. It can be seen from the division of daily labor to the beatings that women are subject to. However, women have a role to play in Yanomamo society, albeit, not one many American women would find agreeable. The practice of infanticide plays a role in the lack of women in Yanomamo society. Yanomamo prefer to parent a male child rather than a female child. Many times a female child will be killed at birth because females are inferior to males. To the people of North American culture certain the Yanomamo procedures of murdering a newborn baby would be considered brutal, horrific and mutilation. Some Americans would also suggest that abortion is murder also. However, many Americans see a clear difference between abortion and infanticide. One argument for abortion is that a fetus is not considered a child until it is born. Infanticide kills a child that has already been born. The differences of men and women can be found in the early socialization of the children. Female children assume duties and responsibilities in the household long before their brothers are obliged to participate in comparable useful domestic tasks. Young girls tend to their younger siblings, and help their mothers with chores. By the time a girl is ten years old, she has become an economic asset to the mother and spends a great deal of time working. In contrast, little boys, spend hours playing and are able to prolong their childhood into their late teens. Most are promised in marriage by the time they reach puberty. Girls have almost no voice in the decision of whom they will marry. Their elder kin decide mate selection. The girls wishes are not considered. Boys, in...
Friday, November 22, 2019
Bridge Syllabus 2012-2013 Essay 4. Course Overview: Welcome! This course is designed for entering students who plan to major in biology at IUPUI. The overall goal is to facilitate your entry into IUPUI, and help you succeed in college. We will be building on academic skills you already have and introducing you to the many resources available at IUPUI. During the summer, you will be part of the Summer Bridge, and will participate in activities with other groups of students. During the fall, we will be a section of Windows on Science (Science learning community, section 10316) which is a one credit course. The last meeting of the Windows on Science will be October 25, when we register for Spring 2013 classes. As part of the IUPUI bridge program, we will concentrate on introducing you to the campus and preparing you for college-level coursework. This class will use Oncourse (oncourse. iu. edu) to post grades, make announcements, etc. During the summer and fall you will meet several people in the School of Science, including at least one of the professors teaching one of your fall classes. These meetings will be quite informal and allow you to learn more about science, and about the courses they teach and what it takes to succeed in them. It will also make it easier to go to them for help if you need it later. 5. Research Projects: Most of you know that science is based on lots of accumulated knowledge, but you may not realize it also requires the ability to imagine what comes next, and/or innovative ways to use and transmit that knowledge to others. During the summer and fall you will work independently on three projects designed to introduce you to the culture and creativity of science, and the value of both imagination and knowledge. Two of the projects will be done as individuals working on subjects of their own choosing, and the third will be the whole class working on a single topic. To assist you with these projects you will be introduced to the universityÃ¢â¬â¢s library system, the writing center (college-level writing), and the communication department (college-level oral presentations). These will help you not only with the bridge projects but later with Eng-W 131 and Comm-R 110, the composition and communication courses required for almost every major at IUPUI. Both of the individual projects will end with an oral presentation that will also include power point slides Ã¢â¬â if you need help with power point just ask either the mentor or Dr. Ulbright for help. The first individual research project (Imagination) will focus on the role of imagination in scientific work. For this research project you will select a problem involving society or your community and come up with a novel idea of how you could use science to solve it. This problem can be economic, social, ecological, health or any other category Ã¢â¬â the choice is yours. The solution can be as real-world or as imaginative as you wish but it must be at least partly based on some real science. This will culminate on August 15 or 16 with a short (3 -5 minutes long) oral presentation and a short (250 word) paper. In both the presentation and the paper you should Ã¢â¬ ¢ explain what the problem is Ã¢â¬ ¢ explain why you chose it Ã¢â¬ ¢ describe your solution with relevant details Ã¢â¬ ¢ suggest what should be considered in designing the solution(s) Ã¢â¬ ¢ note any new problem(s) that you think your solution might cause. The second individual research project (Knowledge) will let you become an expert in one area where science has a covert or overt community impact. You will briefly discuss how and what areas of science are involved, and probably will want to choose a topic you can relate to your proposed major and/or career. On August 23 or 30 you will give a five-minute talk about your topic, including at least 6 PowerPoint slides. On August 23 you will hand in a 250 word summary/essayg;ER. gÃ¢â¬â¢Erglo on it. As part of this project you will learn how to use the electronic library resources for college-level research and literature searches. During bridge you will be introduced to the IUPUI library resources and as part of this project you will find two (2) pertinent research articles and one non-peer-reviewed but credible source dealing with your subject. You may not use Wikipedia, or any dictionary or encyclopedia. The third, whole-class project (Service) will have two parts Ã¢â¬â both will use your media and technology skills, plus your knowledge of biology. The class will decide on the two projects they will do. For the first project, which will be done during Bridge, there is a choice of working with 2nd grade orÃ high school subjects. For both, the idea is to create an exercise covering a required science topic and making science interesting. Besides media skills, this will draw on your imagination, and your ideas of what students like. We have lists of topics for both grade levels. The second project, which we will do once the semester starts, is to create tutorial presentations to help high school students master some of the tougher concepts in biology Ã¢â¬â for example, the biochemistry of photosynthesis, meiosis, etc. This project will also help many of our bridge students because these subjects are covered in K101. We will try to finish both projects by September 29 (depends on when the selected topics are covered in K101). For extra credit, members of the Bridge class will visit the 2nd grade classroom. 6. Bridge Scrapbook Ã¢â¬â during the fall semester the class will select pictures from the Bridge and fall semester images, and create a power point Ã¢â¬Å"scrapbookÃ¢â¬ . Students will work in the teams they had for their scavenger hunt. This is due Oct 18. 7. Goals: The goals of this Bridge/Window course include: Ã¢â¬ ¢ To help you develop the skills for success in college. Should you have any concerns about physical, academic or other challenges you may face as you start college, we will help you learn about solutions and assistance available to you at IUPUI and make every effort to assist you in making your Bridge and first year experience successful. Ã¢â¬ ¢ To develop a group of friends who will be in some of your classes Ã¢â¬ ¢ To share information on campus resources. Ã¢â¬ ¢ To provide a context for assessing interests, values, and abilities so you can make the most of your time at the university. Ã¢â¬ ¢ To provide a place for students to establish a support network at the University, including faculty, staff, librarians, and students. Ã¢â¬ ¢ To introduce students to the IUPUI Principles of Undergraduate Learning. Ã¢â¬ ¢ To enhance understanding and respect for values and practices of the academic community, including respect for diversity, the open exchange of ideas, collegiality, and academic and scientific integrity. 8. Course Requirements: Ã¢â¬ ¢ Attend class regularly, be on time, and actively participate in class discussions and activities, including fieldtrips. If you must be absent, notify the instructor (Ulbright) before class. Ã¢â¬ ¢ Complete the four projects. For the Imagination and Knowledge projects, present your work as an oral presentation that includes PowerPoint. For the knowledge project Ã¢â¬â submit a 250 essay summarizing what you learned. For the two Service Ã¢â¬Å"Teaching ScienceÃ¢â¬ projects, work with the class to complete and submit your part by the due dates. Ã¢â¬ ¢ Learn how to use technologies such as Oncourse and information resources. Ã¢â¬ ¢ Complete assignments and submit them by the due date. Ã¢â¬ ¢ Submit daily journals and other assignments via Oncourse. Ã¢â¬ ¢ Meet with the faculty member at least once before October 1. Ã¢â¬ ¢ Meet the student mentor outside of class before October 1. Ã¢â¬ ¢ Meet with the advisor and complete your preliminary academic plan by October 11, 2012. Submit your proposed schedule (OneStart shopping cart) by October 18. Ã¢â¬ ¢ Register for spring 2013 on October 25, 2012. Ã¢â¬ ¢ Attend two campus activities/events. Ã¢â¬ ¢ Shadow or interview someone working in a job you are considering as your career or that is similar (we may do this during one of our class periods) Ã¢â¬ ¢ There is NO FINAL EXAM in Windows Ã¢â¬â yay! 9. Grades: Assignments, attendance, journals and exercises during Bridge will be part of your Windows grade. Graded components will include: Ã¢â¬ ¢ Imagination Project Ã¢â¬â 40 points Ã¢â¬ ¢ Knowledge Project Ã¢â¬â 100 points Ã¢â¬ ¢ Service Project Ã¢â¬â 100 points Ã¢â¬ ¢ Meeting with advisor to plan spring schedule prior to Oct 11 Ã¢â¬â 25 points Ã¢â¬ ¢ Meeting with student mentor during September Ã¢â¬â 20 points Ã¢â¬ ¢ Meeting with faculty mentor before Oct. 1 Ã¢â¬â 20 points Ã¢â¬ ¢ Journals Ã¢â¬â 10 points each Ã¢â¬ ¢ Attendance Ã¢â¬â 10 points per class meeting (including Bridge) Ã¢â¬ ¢ Registration Ã¢â¬â 20 points Ã¢â¬ ¢ Career Shadowing Ã¢â¬â 20 points. Ã¢â¬ ¢ Campus events/activities Ã¢â¬â 10 points each (you may do additional ones for extra credit) Ã¢â¬ ¢ Career Assignment Ã¢â¬â 20 points Ã¢â¬ ¢ Time Management Ã¢â¬â 10 points Ã¢â¬ ¢ Scrapbook Ã¢â¬â 15 points Ã¢â¬ ¢ Other assignments will be announced Grade Scale: A = 90% and above of possible points B = 80% C = 70% D = 60% F = less than 60% 10. Basic Policies Attendance: As you begin your college career at IUPUI, attending your courses regularly and on time will be vital to becoming a successful student. You have made a significant commitment to yourself, your college, your classmates, and your professors to be involved in the classes for which you have enrolled. Students who are present and participate are best able to learn; those who regularly attend class, come prepared and on time, and participate are also in the best position to demonstrate what they have learned. Since your college career begins with the Summer Bridge, we encourage you to make attendance and arrival times a priority. Admission in the Summer Academy is a privilege; therefore, we expect perfect attendance. We also expect you to arrive to your classes on time and stay for the full day. If you are not willing to commit to perfect attendance and arriving to class on time, then we would like to offer your seat in the program to someone who is committed. Only documented absences for genuine emergencies will be excusable, and there will be grade penalties for incomplete participation and tardiness. With traffic, parking, etc. you might have trouble getting to class on time, so being 15 minutes late once will be overlooked. After the first late arrival, each time you arrive late or leave early you will lose the points for that class meeting. For each unexcused absence during the fall semester your grade will be lowered by 1/3 (for example, from an A to an A-). In addition, if you miss more than two class meetings during the first four weeks of the fall semester without a valid excuse you will be administratively withdrawn from the fall part of the class (Windows on Science). Administrative withdrawal may have academic, financial aid, and financial implications. Since it occurs after the refund period has ended you will not be eligible for a refund, and it will be difficult to add a class to replace the credit hour. If you have questions about the administrative withdrawal or attendance policies at any point in the semester, please contact me (Dr. Ulbright). Please keep in close touch with me if you are unable to attend class or complete an assignment on time Ã¢â¬â together we can usually find a solution. Civility and Conduct: Both Bridge and Windows should provide students the opportunity to understand and practice behaviors which support their learning and that of others within an atmosphere of mutual respect. This should include expectations related to respect for the rights of others, acceptance of oneÃ¢â¬â¢s responsibilities as a member of a community of learners, and the practice of academic integrity, such as the following from the IUPUI Code of Student Rights, Responsibilities,and Conduct [http://www. iupui. edu/code]: The University has certain expectations as to the civility of our campus community. Among those values is fostering a climate of civility and mutual respect regardless of race, gender, age, or status in the institution. IUPUI has achieved much of its promise as an urban university because we work together toward common ends. Because the university is so complex and diverse, however, we will not always agree with one another. When we disagree it must be done with civility. We encourage everyone to speak and act judiciously and with respect for one another. Also among our values are academic freedom and an open exchange of ideas and opinions. However, when there are messages displayed that promote divisiveness in our academic community we have an obligation to condemn those messages as being antithetical to our university ideals and sense of shared responsibility for each otherÃ¢â¬â¢s welfare. If we are to be true to our commitment to diversity and be welcoming to all, everyone must do his or her part. We know the terrible legacy of unopposed statements of racial divisiveness and diatribe. If we donÃ¢â¬â¢t discourage such statements, they become insidiously acceptable and poison the climate of trust and respect we strive to maintain. When apathy leads us to permit discrimination or harassment because we ourselves are not objects of such behavior, we have failed our community. No set of rules or policies can wholly govern human conduct. Civility is a fragile construct that each of us must cherish and preserve. Academic Integrity and Plagiarism: IUPUI has high expectations of its students. Academic and personal misconduct by students is defined and will be dealt with according to the procedures specified in the IUPUI Code of Student Rights, Responsibilities, and Conduct [http://www. iupui. edu/code]. There are five fundamental values that this academic community expects: honesty, fairness, respect, responsibility and trust. It is important for students to be aware of the expectations of IUPUI regarding individual course work, including Oncourse assignments and examinations. Students should be aware of the rules which govern their behavior, both on and off campus, and aware of the consequences of making poor choices. Instructors have tools available through Oncourse which enable monitoring of their activity within the virtual classroom and programs such as Turnitin to detect plagiarism, and these tools can be used as evidence of academic misconduct. Please consider that holding yourself to high standards of academic integrity in your college work will likely be important to you in some way in your future. Academic dishonesty limits the amount of actual learning you can accomplish Ã¢â¬â not learning material well in a one class means you are poorly prepared for the next class and may later effect your job performance in the future Ã¢â¬â regardless of whether you are Ã¢â¬Å"caughtÃ¢â¬ or not. We hope the person calculating the dosage of radiation you will receive really did earn that Ã¢â¬Å"AÃ¢â¬ in Physics. Class Etiquette: The first-year seminar course is structured to be a time for learning within a civil framework. Inappropriate talking, eating, texting or working on other coursework during the class session should be avoided. Inappropriate student behavior not conducive to the proper functioning of the class will be identified and dealt with immediately. Tentative Fall Schedule 2012 Windows (Bridge) Section 10316 Room BS 3012 Thursdays 3:00 Ã¢â¬â 4:50pm August 23 IUPUI resources (online and on-campus), time to work on Service project, First set of Knowledge Orals. August 30 Rest of Knowledge Orals September 6 Medical Museum September 13 Service Project and Advising September 20 TBA September 27 Role of Science in American Culture, Ethics and Science October 4 Principles of Undergraduate Education, Professional and Graduate Programs October 11 Eiteljorg Museum; Career Assignment due October 18 Study abroad, Next semesterÃ¢â¬â¢s profs, Scrapbook and Schedules with sections due October 25 Registration, Pizza, Last Class. Bridge Syllabus 2012-2013. (2016, Sep 23).
Wednesday, November 20, 2019
Personal Ethics Development - Research Paper Example Ethics of a person is developed from a tender age. Majority of people learn about ethical behavior from home, school, and church among other institutions. In addition, a personÃ¢â¬â¢s ethical conduct also developed through the people that exist in the life of a person. Ethical behavior is developed at childhood. Nonetheless, ethical behavior keeps on developing as a personÃ¢â¬â¢s matures (Trevino & Nelson, 2007). The behavior I came to adapt is the normative ethics. This kind of ethical behavior assisted in my decision making in addition, through ethical conduct I could differentiate between right and wrong. Throughout my life, normative, ethical conduct has been my foundation and it has assisted in my growth and development. Normative ethics is more practical and assist in enhancing moral standards and norms. In addition, through normative ethics one is able to differentiate between right and wrong. Good habits and appropriate moral behavior also enhanced by normative, ethical c onduct. In addition, normative, ethical behavior also teaches a person that every moral behavior followed by consequences of the action (Trevino & Nelson, 2007). Therefore, both the negatives and the positives moral conduct have their impacts in life. I am more of a practical person and this kind of ethics has been my foundation for years. My self-esteem and moral conduct throughout my life have been guided by normative, moral behavior. I have encountered people with different moral values and principles depending on where the person came from and the people involved in the personÃ¢â¬â¢s life. My parents and the spiritual leaders in the church are the people involved in building my ethical system. My parents were authoritative, and they advised me to lead by example. Further, they taught me not everyone is perfect in life; nonetheless, living in a manner that portrayed respectful behavior in front of people should be my priority. In addition, I was advised to behave in accordance to the wishes of Christ. In church, my spiritual leaders would advise the entire congregation, and I Ã¢â¬Å"to practice what we preachÃ¢â¬ . They recommend the phrase often because they believed ethical conduct could be enhanced through the phrase. Nonetheless, the behavior of the churchgoers surprised me. I did not comprehend their behavior, on Sunday, they would be polite and welcoming, but during the week, they would portray a very different behavior. My parents taught me otherwise and told me living by example should be my priority. Therefore, as I grew I ensured my words and actions were similar. My ethical conduct was significant in my life, behaving according to social norms and beliefs were my priority. Another motivator to my ethical conduct was the bible. I applied the word of God in my daily life incorporated by normative ethical system; therefore, improving my conduct around people and making a wise decision when need arises. Through the bible, I learnt a number of thi ngs that could shape my ethical conduct, in addition, my decision-making criteria also enhanced by the bible. In my development of ethical conduct, I also made mistakes that assisted in shaping me up. When I was a teenager, I made a mistake of going out with my friends without the permission of my parents. I was curious about what people did when they were out, and the only
Tuesday, November 19, 2019
English Paper on Sunday Morning and Swan and Shadow - Essay Example The drifting of swam through water gives a pleasant feel to the readers as it takes a person to a place of peace where there is no complexity or fear. The way the writer of the poem has structured this poem reflects his creative skills and thoughts. The poem was written in the early 20th century and it shows that the poets of that time had a good sense of innovation and creativity. An interesting point in the poem is that the reflection of swam has not been shown as the reflection of the poem in the water. Had the writer done that, it would have produced a relatively ordinary feeling to the readers. The writer has continued the poem in the reflection instead of showing the reflection of text of the upper part of the poem. As far as the wording of the poem is concerned, there is not a smooth flow between them. At some points, the words do not seem to be joining with the next coming word but when a reader extracts the meaning of the whole sentence, the construction of words becomes logical. One cannot say that understanding the poem is easy because of the structure of sentences. A reader has to read the poem several times in order to get out of the HollanderÃ¢â¬â¢s frustrated and puzzled use of words and sentence construction. The structure of the poem makes it a bit difficult to read in a flow because the poem flows from the head of the swan to the neck and then shifts to the body part, which makes the reading somewhat difficult. A reader can question himself/herself whether he/she is reading the poem in a correct flow or there is some other way to read the poem correctly. Lack of periods and commas also make the reading of the poem more difficult than it actually appears to be. Continuously passing out memories and inadequacy of the memory to store the scenes form the theme of the poem. The writer might have tried to demonstrate that the world is not as simple as it appears to be. One has to go through various experiences of life to
Saturday, November 16, 2019
Education and Safe Educational Environment Essay Rights talk seeps into spheres of American society where a sense of personal responsibility and of civic obligation traditionally have been nourished. An intemperate rhetoric of personal liberty in this way corrodes the social foundations on which individual freedom and security ultimately rest. Because I agree with this quote, I firmly resolve the resolution that establishing a safe educational environment for grades K-12 justifies the infringement of civil liberties. I would like to offer the following definitions: Establish: to make firm or secure Safe Educational Environment: an environment conducive to learning where students are free from hurt, injury or loss Justifies: to demonstrate to be right, just, or valid Infringement: an encroachment, as of a right or privilege Civil Liberties: fundamental individual rights, such as freedom of speech and religion, protected by law against unwarranted governmental or other interference The value that the affirmative upholds is education. The value criterion I will use to uphold my value is safety. Safety is extremely important on any educational institute because it allows the students and faculty to learn and operate without any threat hanging over them. To explain my position, I offer the following contentions: Contention 1: Without the establishment of a safe learning environment, the ability to learn and to teach is severely hampered. Without a safe educational environment, the attainment of knowledge is difficult to achieve. As Michael Ferraraccio said, If schools cannot operate in a violence-free atmosphere, then education will suffer, a result which ultimately threatens the well being of everyone. An infringement of a students civil liberties is required to be able to maintain a safe and enjoyable learning atmosphere for both the students and the faculty. When a student does not feel secure in their learning area, they are often distracted and unable to focus. For example, a student cannot possibly concentrate if another classmate is spewing insults and cuss words at the teacher. However, if we allowed students the freedom of speech, this could be common place. Contention 2: Moral obligation to provide safe schools Donald Beci stated Because a state requires compulsory school attendance, it has a moral duty to maintain student discipline and to protect children from violence that occurs while they are attending the very schools to which the state has bound them to attend. A school is required to protect the children that it harbors, and thus some civil liberties must not be granted. Examples of these are the right to bear arms and the right to privacy, which could be construed to mean very dangerous things by students not mature enough to understand them. Also, privacy rights must not be granted in school, as it might endanger the safety of others. In fact, Donald Beci also says that, In situations where the school administration and students share joint control of lockers, desks, or other school property, the students would not have a legitimate expectation of privacy in such property; thus, in the abscence of privacy, Fourth Amendment requirements would be inapplicable. Thus schools must disregard some civil rights to uphold the value of safety which most of them abide by. The affirmative has proven that schools must disregard students civil rights in order to ensure a good and safe learning environment.