Teachers and Faculty Carry Concealed Weapons on Campus Essay Example for Free

Teachers and Faculty Carry Concealed Weapons on Campus Essay Teachers and Faculty Carry Concealed Weapons on Campuses Imagine the feeling of safety as if it is constantly within our control or ability, people that are in possession of a concealed weapon are aware of the responsibility and the results of what can happen when using a concealed weapon. Safety of teachers, all other employees and students at a learning intuition can greatly improve if the staff could be armed with concealed weapons. Also we must remember that all citizens of the United States have the right to carry and own a weapon as guaranteed by the second amendment of the constitution of the United States of America. Safety and security could be greatly improved with teachers and faculty carrying concealed weapons on campus, therefore, the teachers and faculty increase security; the safety of the students can also be achieved. The second amendment to the constitution guarantees people the right to own and use a weapon without interference from the government (Constitution). Although to carry a concealed weapon requires additional permitting in all the states and territories of the United States. This is to help everyone is safe and ensure that a weapon does not end up in the wrong hands. This can consist of a complete and through back ground check, fingerprinting, and even mental health evaluations may be required in some states. Some states also require the applicant spent time on the shooting range, classroom, and attend a basic hunter education course. This includes the safety requirements that a person is expected to follow when in possession of a weapon and the proper way to secure a weapon when finished with its use. After the documentation process is completed this ensures the persons has the ability to properly own and maintain a concealed weapon permit. Most teachers and faculty consequently would have to take the time to secure the proper documentation so that they would be compliant with all the state and local laws to carry a concealed weapon. Since, the teachers are going to have more knowledge of the students to know how to defuse a hostile or bad  situation. On the other hand the faculty being familiar with the campus layout would know how to secure the campus for the safety of everyone else on the campus. Even if this situation only happened one more time and it saved the life of one person teachers and faculty carrying a concealed weapon could eliminate this situation from ever happening at any learning institution. Most teachers have already spent at least four years or more in school to teach and help people learn in a safe and secure environment, Not to be in fear that a disturbed or upset student brings a weapon to school and intends harm someone. Also teacher’s giving a grade that a student thinks they should have received a better grade than they did. Then the students that carry weapons to school to settle a score with another student or even the spill over from an incident related to previous gang activity. As a result of teachers and faculty carrying a concealed weapon a second thought would have to be raised in the perpetrators mind knowing they were going into a situation where the opposition is also carrying a concealed weapon. Also, let’s not forget that this is a right that we have and are not in any way be forced into or even have to participate in. Likewise, school systems all over the United States are hiring a school resource officers and private security contractors to have armed personnel on campuses. This is known to decrease the chances of situations escalating with armed persons on campuses. This would provide the added security that is needed to maintain order and safety on our campuses. This will ensure the students, teachers, faculty members are stay safe to further their education and maintain the integrity of the learning institutions today and forever .However, the cost for the added police or contracted security personnel, and this will far exceed the cost of training teachers or faculty personnel to carry a concealed weapon on campus (Lewis). Therefore, let us not forget that all of us will need to use these institutions for schooling, testing, and learning a new job. It is safe to say that doing these things in a safe environment is going to make that easier on anyone when preforming any task required at learning institutions. Only people that are willing and able to participate in this type of program feel a need for the added protection and security for our children in school, teachers, and faculty. What would have happened if a custodian noticed the perpetrator at Sandy Hook Elementary School and challenged him and he never breeched the school. What if the gunman was challenged by the custodian before even getting inside the school. With a concealed weapon on the faculty member this could have been completely avoided and resulting in no loss of any lives. As a result of the presence of weapons on campuses or anywhere we are always going to have the threat of violence testing our security measures. As a result of teachers and faculty members carrying a concealed weapon this will reduce the threat of violence in our school ensuring that our children safe and secure when we leave them at a learning institution. Works Cited Lewis, Lyndsey. Nevada Considers Arming Professors. Chronicle of Higher Education 53.44 (2007): A20, 1/7. Print. Constitution of the United States of America, Bill of Rights the Second Amendment.† The right to own and use a weapon†. www.archives.gov/exhibts/charters/bill_of_rights. (1789).

Article Review on John Fitzgerald Kennedy, a Warrior for Peace :: President JFK

J.F.K The Making of America: A Warrior for Peace By David Talbot TIME Magazine, July 2, 2007 This article concerns one of the most famous presidents of the twentieth century, John Fitzgerald Kennedy. It is a thoroughly written piece on Kennedy’s devotion to peace throughout his administration. The author, David Talbot, focuses on the major points of Kennedy’s administration, starting with his aggressive campaign against Richard Nixon, touching on the Bay of Pigs invasion, and finally addressing the infamous Cuban Missile Crisis. Throughout the article, Talbot sprinkles in Kennedy’s commentary on the issues at the time of their occurrence, and Kennedy’s colleagues’ commentary on the issues long after they have passed. Talbot is careful to stay true to what Kennedy was like as a person. He titled the article A Warrior for Peace for a specific reason: Kennedy truly was a man that tried to keep the peace. This is evident with all of the issues that Talbot addressed. In the beginning of the article, Talbot includes an excerpt from a letter Kennedy wrote to his family saying â€Å"All war is stupid.† This is the tone that is effectively set for the article, that Kennedy did everything possible to avoid war. In the Bay of Pigs episode, Kennedy firmly stood his ground and did not send military enforcements (Marines and Air Force) to back up CIA officials Dulles and Bissell. Talbot remarks that that decision was the turning point of the Kennedy presidency, from then on it became a government at war with itself. Talbot harks upon the fact that Kennedy often did what he wanted instead of what he was advised. He was a man on a mission who consistently did what he, not others, thought was best and right and prosperous for his country. However, he was deft in his methods, that is, he very cleverly deflected his espionage chiefs’ military council. Talbot firmly suggests that the sort of ‘theme’ of Kennedy’s presidency was the following: â€Å"J.F.K.’s strenuous efforts to keep the country at peace in the face of equally ardent pressures from Washington to go to war.† The war that he is most likely referring to is war with Cuba. It is a constant recurrence that during the Kennedy administration, the CIA and Air Force chief General Curtis LeMay wanted Kennedy to attack and declare war on Russia/Cuba. Kennedy, warrior for pace that he was, did not. Looking back, a few members of his administration were surprised to find that though Kennedy’s Joint Chiefs assured him that there were no nuclear warheads in Cuba, there actually were.

Scalia vs. Breyer: Differences in Constitution and Statutory Construction

Justice Scalia’s decision-making process could be summed up in two words: text and tradition. Scalia is wary of any departure from the original meaning of the Constitution’s text, strongly criticizing Supreme Court decisions that he believes demonstrate an activist judiciary rather than a neutral decision-making branch of a democracy. Scalia â€Å"argues that primacy must be accorded to the text, structure, and history of the document being interpreted and that the job of the judge is to apply either the clear textual language of the Constitution or statute if the text is ambiguous, yielding several conflicting interpretations, Scalia turns to the specific legal tradition flowing from that text to what it meant to the society that adopted it.In the case of Schwarzenegger v Entertainment Merchants Association, Justice Scalia will most likely find that California’s law to censor patently offensive video games for minors is unconstitutional, and reject Californiaâ €™s assertion that the court should use a new Ginsberg standard rather than the strict scrutiny standard when evaluating the Bill in dispute, because his textualist approach would be highly inhospitable to California’s arguments.On the other hand, Stephen Breyer promotes a highly specialized Constitutional philosophy known as the living constitution or evolutionist approach. In his book Active Liberty, he illustrates this approach to constitutional interpretation, which focuses primarily on making America’s experiment in democracy functional by giving a voice to the people through the collective opinions and judgments of the nine unelected Justices of the Supreme Court.The notion of active liberty allows not only a democratic boost of power to American citizens by giving their convictions influence over judges’ interpretation of the Constitution, but also focuses practically on the consequences that rulings have for the American people and their ability to e ngage in democratic self-governance. Additionally, Breyer defends The Living Constitution approach and adds a new theoretical framework to propel the evolution of Constitutional interpretation a democratically-minded approach when interpreting a legal text will yield better law; law that helps a community of individuals democratically find practical solutions to important contemporary problems.

Attention and Attending is the First Preacademic Skill

Attending is the first skill young children with disabilities need to learn. It may be especially challenging for young children with developmental delays or autism spectrum disorders. To learn, they have to sit still. To learn, they have to be able to attend to the teacher, listening and responding when asked. Attending is a learned behavior. Often parents teach it. They teach it when they expect their children to sit at the table during dinner. They teach it if they take their children to church and ask them to sit for all or part of a worship service. They teach it by reading out loud to their children. Research has shown that the most effective way to teach reading is called the lap method. Children sit in their parents laps and listen to them read, following their eyes and following the text as the pages are turned. Children with disabilities often have trouble attending. At age two or three they may not be able to sit for 10 or 15 minutes. They may be easily distracted, or, if they are on the autism spectrum, they may not understand what they should attend to. They lack joint attention, where typically developing infants follow their parents eyes to find out where they are looking. Before you can expect a toddler with disabilities to sit through a twenty minute circle time, you need to start with the basic skills. Sitting in One Place All children are socially motivated by one of three things: attention, desired objects or escape. Children are also motivated by preferred activities, sensory input, or food. These last three are primary reinforcers because they are intrinsically reinforcing. The others-attention, desired objects, or escape--are conditioned or secondary reinforcers since they are learned and connected with things that occur in typical academic settings. To teach small children to learn to sit, use individual instructional time to sit with the child with a preferred activity or reinforcer. It may be as simple as sitting for five minutes and having the child imitate what you do: Touch your nose. Good Job! Do this. Good job! Tangible rewards might be used on an irregular schedule: every 3 to 5 correct responses, give the child a skittle or a piece of fruit. After a while, the teachers praise will be enough to reinforce the behaviors you wanted. Building that reinforcement schedule, pairing your praise and preferred item, you will be able to start reinforcing the childs participation in a group. Sitting in Group Little Jose may sit for individual sessions but may wander during group: of course, an aide should return them to their seat. When Jose is successful at sitting during individual sessions, he needs to be rewarded for sitting for continuously longer periods. A token board is an effective way to reinforce good sitting: for every four tokens moved, Jose will earn a preferred activity or perhaps a preferred item. It might be most effective to actually take Jose to another part of the classroom after he has earned his tokens (for his 10 or 15 minutes of the group.) Teaching Groups to Attend There are several key ways to build whole group attention by the way in which group activities are conducted: Keep circle time short to start. Circle time should not be any longer than 15 minutes when you start but should grow to 30 after three or four months.Mix it up. Circle time should not just be quiet activities such as storybooks, but should include motion songs, dancing and motion games, and give different children opportunities to lead the group.Maximize participation: If you are putting the date on the calendar, have one child find the number, another child place the number and a third child count the number.Praise, praise, praise: Use praise not only to reward good behavior but also to teach it. I like how Jamie is sitting! I like that Brie has both of her feet on the floor. Naming the behavior is powerful: it shows everyone what the behavior looks like, at the same time.Be consistent: Its impossible to call on all children equally, though it might on occasion be helpful to have your supervisor or one of your classroom aides chart who you call on: you might be surprised at what you find. We observed a teacher and found she 1) called on the boys twice as often as the girls, but used questions to keep the boys on task. 2) Permitted the girls to interrupt: she would answer their questions when they blurted them out.   Be sure everyone gets a chance to participate. Name the behavior you notice, as well. John, I want you to come do the weather because you are sitting so nicely.