The Curtin Teaching Essay Example for Free

The Curtin Teaching Essay The Curtin Teaching, Learning and Student Experience Plan 2013-2017 outlines an ambitious vision for reforming teaching and learning, enhancing the student experience, optimising the education portfolio and the student experience. This vision, enabled through a number of strategic projects will position Curtin as leaders in globally innovative education; provide a richly interactive and personalised learning experience and provide opportunity for graduates, equipping them with skills for the future. It is in this context, that teaching excellence is defined. Key to the development of teaching academics, who are engaged in facilitating student learning, is the establishment of criteria to which excellent teachers can aspire. These criteria highlight the capabilities and skills that guide the successful recruitment, development, recognition and retention of quality teaching academics in higher education. The Curtin Teaching Excellence criteria provide a single set of measures to underpin all relevant reward and recognition processes, so that teaching excellence is clear and consistent with the University’s strategic goals. The teaching excellence criteria are designed to assist individual academic staff, particularly new and early career staff, in clarifying expectations, as well as providing guidelines to assist in the process of supporting academics and establishing guidelines for promotion and awards. The criteria will be used by academic staff and their supervisors as a formative development tool to identify career objectives, and development needs, in addition to forming the basis for informing promotion and awards. Curtin’s Teaching Excellence criteria are designed to be broad and flexible, whilst providing a robust and valid definition of excellent teaching within the Curtin context. The criteria are aligned to the teaching roles within Curtin Expectations for Academic Performance (CEAP)1 and the Curtin University Academic, Professional and General Staff Enterprise Agreement 2012-2016 Curtin’s Teaching Excellence Criteria Curtin’s Teaching Excellence criteria mirror those developed in an Office for Learning and Teaching Project2 and informed by criteria and evidence employed by the Office for Learning and Teaching3, the UK Professional Standards Framework for teaching and supporting learning in higher education  20124, the Higher Education Academy Benchmarking Project on Recognition of Teaching in Academic Promotion Project and analysis of criteria developed in other Australian universities. Staff who show evidence of ‘excellence in teaching’ will ‘contribute to systemic change in learning and teaching through ongoing knowledge sharing and dissemination, for example, presentations within the learning and teaching community, collegial mentoring, pairing and networking, and involvement in university and higher education committees’ (Office for Learning and Teaching). Curtin’s Teaching Excellence criteria aim to: 1. Support the initial and continuing professional learning of staff engaged in teaching and supporting learning. 2. Foster dynamic and culturally inclusive approaches to teaching and learning in transforming Teaching and Learning at Curtin through creativity, innovation and continuous development in diverse academic and/or professional settings 3. Acknowledge the variety and quality of teaching, learning and assessment practices that support and underpin student learning. 4. Facilitate individuals in gaining formal recognition for quality enhanced approaches to teaching and supporting learning. The Scholarship of Teaching and Learning (SoTL) for Curtin is systematic inquiry, critique, research and development in teaching, learning and the broader educational context which advances and publicly provides educational benefit to students, staff and the higher education sector. Teachers engaging in scholarship in teaching and learning seek to improve teaching at the tertiary level by: Consulting and applying the literature on teaching and learning Investigating their own teaching Adopting innovative teaching approaches Formally communicating their ideas and practice to peers through publication and other formal means; and Seeking and obtaining peer recognition for their ideas and practice. The scholarship of teaching and learning that underpins the teaching excellence criteria is taken from the definitions first proposed by Boyer (1990)5 and later adapted by the University of Queensland. Scholarly teaching Scholarly teaching in a discipline involves all of the following: striving for a high level of proficiency in stimulating students and fostering their learning in a variety of appropriate ways, being familiar with the latest ideas in ones subject,  being informed by current ideas for teaching that subject,   evaluating and reflecting on ones teaching practice and the student learning which follows. The scholarship of teaching The scholarship of teaching develops from a basis of scholarly teaching in a discipline but is not the same as excellent teaching. It involves exploring, testing, practicing and communicating improved pedagogies, learning processes, curricula, policies and learning materials. It meets the following additional criteria in the context of promoting student learning: It requires high levels of discipline-related expertise. It requires an understanding of who the learners are, how they learn and what practices are most effective in the context of the discipline (pedagogical content knowledge) It breaks new ground and is innovative It can be replicated and elaborated It is documented and subjected to peer review Educational Research Like other social science researchers, educational researchers are guided by theoretical and methodological paradigms. A research academic in the field of education deploys theoretical perspectives to understand educational practice. Educational research includes psychological and philosophical inquiry; historical, policy and cultural analysis; and empirical research on a range of areas including learning and teaching processes, pedagogy and curriculum studies. Such research tests the assumptions and worth of theory  in terms of whether it provides adequate explanations of the data and evidence. The aim of educational research is to expand our understanding of all aspects of education and to contribute to theoretical debates and developments in the area. The questions addressed are broader than those focused on in the area of teaching innovation and involve stakeholders beyond the context in which the innovation takes place (Research Assessment Exercise Guidelines, 2008)6. Curtin’s Teaching Excellence Criteria The seven criteria are: 1. Design and planning of learning activities, units and courses 2. Teaching and supporting student learning 3. Assessment and giving feedback to students 4. Developing effective learning environments, student support and guidance 5. Integration of scholarship, research and professional activities with teaching and in support of student learning 6. Evaluation of practice and continuing professional learning 7. Professional and personal effectiveness Evidence of Teaching Excellence at Curtin Teaching 1. Design and planning of learning activities, units and courses 2. Teaching and supporting student learning 3. Assessment and giving feedback to students 4. Developing effective learning environments, student support and guidance Evidence eVALUate Unit Summary Report including unit coordinator response eVALUate Teaching Evaluation Report Student learning outcomes: (retention and pass rates, student projects) Formal Peer Review Report Formal Teaching Evaluation Review – evidence of report Report from community partners and feedback on outcomes Faculty, University or national teaching awards Peer recognition of quality teaching eg invitations to teach in other universities Scholarship of teaching 5. Integration of scholarship, research and professional activities with  teaching and in support of student learning 6. Evaluation of practice and continuing professional learning Evidence Certificate of completion of Professional Learning program eg FOLT, ALUCP, ALCCP, ALFCP Formal teaching qualification in higher education e.g. Grad Certificate in Teaching Attendance at internal or external teaching-related workshops Training and experience from the relevant industry/profession/ discipline Invitation to present, design or evaluate a teaching and learning workshop Peer reviewed publications / citations University or national teaching and learning grants Details of grants, awards (successful and unsuccessful) and outcomes Service and Leadership in Teaching and Learning (including Community Engagement and Professional Practice) 7. Professional and personal effectiveness Evidence Independent reports from mentees Peer review/ reviewer of curricula which demonstrate engagement with the teaching/research nexus Peer review of curricula as an expert Leadership in supporting colleagues’ teaching through peer support and review. Outcomes of committee leadership Professional Association Awards that validate leadership and expertise in teaching and learning External Reports from the relevant industry/profession/ discipline Invitation to present, design or evaluate a teaching and learning workshop Invitations to present keynote at Teaching and Learning and disciplinary conferences on teaching and learning Membership of senior advisory groups to Government Leadership in external professional networks / interest groups in teaching and learning Recognition by national or international professional bodies (awards, fellowships, honorary memberships etc) Leadership of professional bodies Contribution to the review and development of national and international professional practice standards Leadership of a school, faculty, university or national teaching and learning initiative Level Dimensions of Curtin’s Teaching Excellence Evidence of achievement Teaching Teach and support student learning Design and plan for learning Assess and give feedback to learners Develop effective learning environments and approaches to student support and guidance A A developing profile in teaching and a scholarly approach to teaching as evidenced by: ââ€" participating in team teaching within an established program with appropriate mentoring ââ€" gaining experience in teaching in a variety of settings (eg small and large group, clinical, lab, field, research supervision) ââ€" developing skills in all aspects of teaching practice, with appropriate mentoring, including -curriculum design, -development of learning materials -analysis of learning needs of students -identification of appropriate approaches to teaching moderation of assessments -development of formative and summative assessment appropriately linked to learning outcomes ââ€" seeking ways to improve practice by obtaining and analysing feedback ââ€" embedding reflective practice within all aspects of teaching. ââ€" maintaining currency with the latest ideas in discipline ââ€" being informed of current ideas for teaching in the discipline Formal Peer review report Evidence of reflective practice and plan for improvement Teaching evaluation review report Evidence of planned learning activities designed to develop the students’ learning Sound knowledge of the unit material eVALUate TER 80% agreement or higher for two consecutive years and in most units taught B A developing profile in teaching and a scholarly approach to teaching as evidenced by: ââ€" using the latest ideas and research in the discipline in teaching and learning ââ€" applying current pedagogies in teaching and learning Formal Peer review report Evidence of reflective practice and plan for improvement eVALUate USR with unit coordinator response and response in unit outline Teaching evaluation review report Evidence of well-planned learning activities designed to develop the students learning Scholarly/informed approach to learning design Thorough knowledge of the unit material and its contribution in the course Effective and appropriate use of learning technologies Evidence of effective unit coordination and management of teaching teams and impact of mentoring on peers, colleagues Quality assurance and evaluation of teaching and learning (eg moderation, academic integrity) Student learning outcomes: (retention and pass rates, student projects) Additional evidence Tutor feedback on preparation, organisation, mentoring support Evidence of effective supervision of honours/postgraduate students to completion eVALUate TER 80% agreement or higher for two consecutive years and in most units taught eVALUate USR 80% agreement or higher for two consecutive years and in most units taught C Strong teaching practice evidenced by: ââ€" teaching in a range of different settings (1st year to PG; large and small group, different learning environments); ââ€" consistently high percentage agreement in teaching and unit evaluations; other evidence of positive student feedback and peer review ââ€" reflection, review and continuous improvement of curricula, teaching resources and teaching approaches; ââ€" application to teaching practice of new ideas in the discipline and new ideas about teaching in the discipline ââ€" Recognition through awards and prizes at School or Faculty level ââ€" Mentoring and supporting the development of teaching skills in Early Career teaching academics As per level B plus: Formal Peer review report Evidence of reflective practice and plan for improvement Teaching evaluation review report Tutor feedback on preparation, organisation, mentoring support Evidence of effective supervision of honours/postgraduate students to completion Report from community partners and feedback on outcomes Receiving a teaching award (faculty or university) D A sustained record of excellence in teaching practice at all levels as evidenced by: ââ€" Breadth and depth of teaching portfolio, ââ€" recognition through awards and prizes at University level and above Mentoring and supporting the development of teaching skills in Early Career and Mid-Career teaching staff As per level C plus: Teaching evaluation review report (External expert) Evidence of leadership of effective curriculum development at the program level. Evidence of contribution to the teaching or curriculum and/or discipline at the national level. Curriculum, learning materials adopted at other universities Receiving a teaching award including curriculum development (university or national) Details of leadership roles and specific contribution Feedback from staff mentored E A distinguished record of scholarly teaching at all levels as evidenced by: ââ€" demonstrable impact on student learning in and attitude towards the discipline over a sustained period ââ€" demonstrable impact on success of graduates over a sustained period ââ€" recognition through awards and prizes at National level ââ€" substantial role in mentoring and supporting the development of teaching skills of Early Career and Mid-Career teaching academics. As per level D plus: Teaching evaluation review report (External expert) Evidence of a leadership role and impact in curriculum design and review, planning and/or development at the (inter) national level Evidence of  significant curriculum, disciplinary contribution through published student learning materials, textbooks Leadership in mentoring and supporting colleagues in planning and designing learning activities and curriculum Details of mentoring and leadership support of colleagues External peer recognition and/or review on impact of curriculum, discipline, innovation Scholarship of teaching Engage in continuing professional learning in subjects/ disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practice A A developing profile in the scholarship of teaching as evidenced by: ââ€" Participation in the communication and dissemination of teaching practice within the discipline ââ€" Participation in research on how students learn in the discipline ââ€" Presentations on teaching and learning at local and national conferences Teaching evaluation review report Excerpts from unit materials demonstrating incorporation of current teaching and learning research into teaching activities Evidence of teaching and learning scholarship in the practice of teaching and curriculum development Evidence of teaching materials and curricula which demonstrate engagement with the teaching/research nexus Evidence of self-evaluation leading to changes in practice and student learning Evidence of professional learning Completion of FOLT (all modules) Completion of ALUCP (if in unit coordination role) Evidence of attendance at internal or external teaching-related workshops Evidence of participation in conference / forum relevant to teaching and learning Working toward a formal teaching qualification in higher education e.g. Graduate Certificate in Higher Education A developing profile in teaching and a scholarly approach to teaching as evidenced by: ââ€" using the latest ideas and research in the discipline in teaching and learning ââ€" applying current pedagogies in teaching and learning As per level A plus: Evidence of professional learning Completion of ALUCP, ALCCP and/or ALFCP (according to role) Evidence of attendance at internal or external teaching-related workshops Contribution and systematic participation in professional learning or disciplinary engagement in the area, scholarship of Teaching and learning Formal teaching qualification in higher education e.g. Graduate Certificate in Teaching Teaching evaluation review report Evidence application of current pedagogies in the practice of teaching and curriculum development Membership of disciplinary teaching network (e.g. teaching and learning network, HERDSA, OLT) A strong record in the scholarship of teaching as evidence by: ââ€" Demonstrated institutional impact through curriculum development at the discipline or interdisciplinary level; ââ€" Presentations on teaching and learning at local and national conferences ââ€" Success in attracting funding to undertake projects related to teaching practice in the discipline As per level B plus: Details of grants, awards (successful and unsuccessful) and outcomes Teaching evaluation review report Contribution and systematic participation in professional learning or disciplinary engagement in teaching and learning Peer reviewed publications in the Scholarship of Teaching and Learning (local and national conferences) An excellent record of scholarship of teaching as evidenced by: ââ€"  Demonstrated institutional impact in relation to teaching policy and practice ââ€" Evidence of text books or innovative teaching materials that are used elsewhere ââ€" Participation in international organisations related to teaching area ââ€" A strong record of scholarly publication in major international education journals ââ€" Invited presentations at national and international conferences Partner and/or lead investigator on externally funded teaching and/or curriculum projects As per level C plus: Contributes to teaching and learning policy development and practice Invitation to present, design or evaluate a teaching and learning workshop (evidence of invitation) Peer recognition of quality teaching e.g. invitations to teach in other universities, awarded a faculty and/or University teaching award. Leadership and innovation in teaching practices and supporting students recognised at the university, disciplinary, national level Leadership in supporting colleagues’ teaching through peer review and teaching evaluation Success in a university, national, discipline teaching award Peer reviewed journal publications in the Scholarship of Teaching and Learning Textbook publications or innovative teaching materials used in the higher education sector A distinguished record of scholarship of teaching as evidenced by: ââ€" Recognition as an eminent international authority for scholarship of teaching, as reflected in: high quality scholarly publications in international education journals invitations to present keynote addresses workshops at relevant national and international conferences Lead investigator on externally funded teaching and/or curriculum projects teaching fellowships †¢Evidence of text books or innovative teaching materials that are used elsewhere As per level D plus: Teaching evaluation review report (External expert) Evidence of successful, strategic leadership and innovation in enhancing quality teaching practices and supporting student learning at the university, disciplinary, (inter) national level Evidence of championing an integrated approach to academic practice in the university, discipline, (inter)nationally. Evidence of establishing effective organisational policies and/or strategies for supporting and promoting others (eg through mentoring, coaching) in delivering high quality teaching and support for student learning Evidence of Keynote addresses and workshops in national and international Teaching and Learning conferences Peer reviewed publications in the Scholarship of Teaching and Learning sustained publication record in high quality international journals Leadership in Teaching and Learning, Engagement and Professional practice A Demonstration of potential for leadership in teaching and learning Teaching evaluation review report Contribution and active participation in school teaching and learning committees Evidence of participation in external activities relevant to the discipline/profession and community engagement Demonstration of growing profile in service and leadership in teaching and learning Teaching evaluation review report Active participation in School committees with measureable outcomes details, role and outcomes Independent reports from mentees Peer review/ reviewer of curricula which demonstrate engagement with the teaching/research nexus Evidence of significant external contributions to the discipline/profession and community engagement Demonstration of effective service and leadership in teaching and learning ââ€"  As per level B plus: Teaching evaluation review report Successful prosecution of a major task (sustained or one-off project) that enhances performance of School/Faculty in teaching and learning Evidence of supporting the development of teaching skills in Early Career teaching academics Evidence of successful achievement in roles such as mentor, peer reviewer A significant leadership role in teaching and learning as evidenced by: ââ€" Leadership in curriculum development and renewal at School, Faculty and institutional levels ââ€" Leadership in introduction of new approaches to teaching and learning at School, Faculty and institutional levels ââ€" Invitations to participate in reviews of teaching and learning at other institutions; involvement in national educational activities ââ€" Participation in collaborative partnerships relating to teaching and learning with other educational institutions or other bodies As per level C plus: Teaching evaluation review report (External expert) Peer review of curricula as an expert Leadership in supporting colleagues’ teaching through peer support and review Outcomes of committee leadership Professional Association Awards that validate leadership and expertise in teaching and learning External Reports from the relevant industry/profession/ discipline Invitation to present, design or evaluate a teaching and learning workshop – evidence of invitation Invitations to present keynote at Teaching and Learning and disciplinary conferences on teaching and learning – evidence of invitation Leadership of a school, faculty, university or national teaching and learning initiative E A national and international leadership profile in teaching and learning as evidenced by: ââ€"  Impact on educational policy and curriculum development nationally and internationally; contributions to curriculum debates ââ€"  Leadership in educational activities of national and international organisations ââ€"  Leadership of collaborative partnerships relating to teaching and learning with other educational institutions or other bodies As per level D plus: Membership of senior advisory groups to Government Leadership in external professional networks / interest groups in teaching and learning Recognition by national or international professional bodies (awards, fellowships, honorary memberships etc) Leadership of professional bodies Contribution to the review and development of national and international professional practice standards

Organizational Design At Microsoft Essay -- essays research papers

ntroduction The ongoing case study presented by Microsoft and the scrutiny of the Justice Department and Congress serves as an excellent departure point to establish the nature and premises of organizational theory and design since it allows for examination from both the viewpoint of the public and the economic aspects of the situation in which Microsoft finds itself. While issues of organizational structure and corporate policies as related to costs, revenue, profit and market structure are inherent in the study of any company or organization, it is important to recognize the unique aspects of Microsoft. Microsoft, undeniably, has a larger presence throughout the computer software industry and the users of its many products since its operating system defines, to a great degree, how work is done in the modern business world. With a company that has virtually always been in a "near-monopoly" situation such as Microsoft, it comes as no surprise that there are many who believe the company should be split into two (or more) independent organizations. However, that has little to do with the organizational design reality that actually is the Microsoft Corporation. Most companies grew out of their perpetual search for profit and how to make that profit grow bigger each year and Bill Gates and Microsoft are certainly no exception to that rule. In fact, they are the personification of the rule! Such a determined search for ever-increasing profits has resulted in large, vertically integrated organizations. But it is essential to keep in mind the fact that economic growth does not end in profit accumulation. In the case of the computer and software industry, growth came in the form of reliance on external economies, that is, keeping apace with the technological progress of other companies in the same industry rather than each company going its own way. Microcomputer companies that remain active to this day are the ones that view computers as open ended machines, ready to be upgraded and improved from time to time, at pace with the current technology advances. Again, Microsoft presents the definitive example of such a company. Organizational Design for the 21st Century Any business or business process has had to face a certain level of re-engineering or reconstruction in order to fit into the managerial revolution of the 1990s and the move into the 21st cent... ...loyees and grand plans for the future. For both start-up ventures and existing firms, entrepreneurship carried on in the pursuit of business opportunities spurs business expansion, technological progress, and wealth creation. The Connor Model would certainly verify that fundamental fact. In order to adequately plan for the future, especially in terms of making the appropriate organization design plans for the future, Microsoft has had to broaden its collective understanding of information and other aspects associated with non-bureaucratic organizational design in order to appropriately commit to the ideas Connor advocates. Clearly, the current changes in organizational environments, are disturbing the century-long domination of the bureaucratic organization but a company such as Microsoft has not had to deal with such hidebound "traditions." However, it is also important that it not allow itself to be "married to" the unique traditions and processes it has established. Considering the past performance and accomplishments of the company, regardless of decisions made by the government, it is likely Microsoft will continue to evolve in ways that assure its success

The Debate

Catrin, a schoolgirl, 15 years of age enters. â€Å"My mind just gives me a headache! Why cant life just be simple, with no worries, yeah, I'm talking to you up there. You know what I'm saying! Why cant you give me some thanks once in a while. I'm still alive, I think I deserve some gratification for that, don't you think? It's really hard work living with that evil brother of mine and putting up with mum's winging, but I'm sure you know that, because your always watching over me, apparently. Don't you get bored up there watching everyone all day? (Sits down to think) I wonder what it's like up there, you know, in heaven? I don't suppose I'll ever go there anyway, because I'm a naughty girl, really. My mum has said it so many times that I'm starting to believe it! Mind you I'm not as naughty as my brother, my naughtiness is just fun and harmless, but I'm sure that my brother has malice in his naughtiness! He plays his shooting games on the computer as if he were actually enjoying blowing somebody's brains out! Sick, really sick, I always annoy him by chanting, â€Å"You're a mental psychopathic murderer!† And then his eyes glow a fierce red and my legs start to quiver and my brain hurts because its ashamed of the mistake it has just done. My mum seems to always stop the fighting just before it gets going; she has this talent, after all that's what parents are for! (Gets up and puts her hand on her head, moving position every now and then) Oh, why does life have to be so unfair! Why can't I win the lottery or become famous? I would absolutely love to be the next Faith Hill or the next Madonna, but there's no hope I suppose, after all I'm hopeless! I can't sing to save my life! I'm useless, let's face it brain. I'm thinking whether to sit (and be a swot) and work or sit and be a couch potato and watch telly all night? Such a hard decision, isn't it brain. What shall I do? My conscience says ‘Cats, sit and write with pride your English homework!' While the devil inside me says ‘Cats man, live life to the full, chill and relax in front of the box!' My head hurts and it feels as if its been torn in two, oh! ‘Chill', ‘Work!' ‘Chill', ‘Work!' Oh god, help! Ok, let's try a different approach. What would mum want me to do? She would definitely want me to do my homework; she always says how important my education is, just because she wasted hers as a child. My answer to her is that you learn from your mistakes, and so if I make a mistake and waste my education, then I'll learn! Clever isn't it! Well-done brain! (Sits with legs crossed, leaning back on the chair) I wonder if other people sit and debate their lives with themselves like I do. Maybe I'm the only one, I could be famous and I don't know it! Imagine the headlines ‘Girl debates with her own brain!' Wow, what a thought! What was I thinking of before going off on some wild tangent? Ah, yes I remember, am I to do my homework or go and watch telly, I still haven't decided! I know, I'll try another different approach, what would Grandma want me to do? Definitely, without a doubt she would want me to do my homework. That's two against one, now! Ok, what would my friends want me to do? They would say go and watch the telly, much more educational in their view. Now it's all-square again, mum and grandma against my friends and me! Oh, why cant life just be simple! I know I'll just go to bed!

Should Hate Groups Be Allowed Free Speech - 725 Words

From the century-old Ku Klux Klan to the widely publicized Westboro Baptist Church, hate groups have always been prevalent in America. They have been around since humans have had the ability to share and act upon common hatred towards others. Why do they still exist today even after all the progress our society has made fighting against racism and intolerance? The answer lies in the First Amendment right to free speech. Our democratic society allows all citizens the freedom to express any and all opinions, no matter how offensive and hurtful. This leads many to question whether these hate groups should be allowed the right to free speech. I believe that hate groups should be allowed free speech because all Americans have the right of free speech, it is not discriminatory unless it incites violence, and hate can be prevented through education rather than criminalization. Hate groups are known to protest against otherwise agreeable opinions through rallies and speeches. The Westboro Ba ptist Church is known for picketing funerals, however they have never physically assaulted the people they hate, even when argued with by opposing bystanders. What they do may seem immoral, but it is not a crime to express an opinion. Their opinions and those of other hate groups are protected by the First Amendment which â€Å"should protect such expressions when they†¦do not present danger of an immediate breach of peace† (Attias). This was established in Brandenburg v. Ohio (1969) in which theShow MoreRelatedFree Speech And Freedom Of Speech1145 Words   |  5 PagesHate speech is not free speech due to the fact that it is unconstitutional. Free speech is not speech free from consequences. When we choose to express ourselves, we also choose to accept the consequences of that speech. An example of why hate speech is not free speech is because it can violate certain freedom of speech like slander and libel. Another example would be like a specific individual starts usi ng fighting words against someone and that someone starts fighting that specific being. ThatRead MoreSpeech On The Bill Of Rights1153 Words   |  5 Pagesrespecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press† (Alderman and Kennedy, pg.21). Because of the First Amendment, hate speech, â€Å"no matter how offensive its content†, was â€Å"protected† under the laws (ACLZ). However, people are still demanding more. They want hate-related speech to be allowed on campuses –without knowing the effects and the damage it could do. Hate speech could bring people down, lower their confidences andRead MoreThe Harm In Hate Speech Analysis1101 Words   |  5 Pagesargues in favor of hate speech restrictions in his book â€Å"The Harm in Hate Speech†. He presents the central argument that vulnerable minorities are in need of hate speech regulation to protect them from harm. Another argument he presents is that such regulation must be a content-based regulation, as opposed to a time, place, and manner restriction that is usually employed to prevent certain kinds of speech. A final argument he uses is that speech is the harmful action, rather than speech simply causingRead MoreThe Misconception Of Hate Groups902 Words   |  4 Pages The Misconception of Hate Groups Introduction-Did you know that the Ku Klux Klan (a white supremacist hate group) resides in about 22 states and counting. There are many hate groups all over the U.S. that cause a lot of violence which may lead to death and many injuries. And when these hate groups get out of hand, this can lead to property damage to. If an incident like Charlottesville, is big enough, this cause a lot of tension between political officials and parties. With these recent eventsRead MoreFree Speech And Hate Speech1000 Words   |  4 Pagesbetween hate and free speech is, and what the first amendment does to control them both. The first amendment states that congress shall make no law that abridges the freedom of speech. But to what extent should language be protected? The rights of one man should reach until they shadow over another’s. Meaning free speech is protected until it violates the rights of another. Hate speech is the line where free speech becomes unconstitutional. The contrast betw een free speech and hate speech is a heavilyRead MoreWe Must Stop Hate Speech1709 Words   |  7 PagesDuring the turbulent tides of the 2016 election, the question of whether or not hate speech is protected under the First Amendment has been brought up multiple times. 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Hate speech can be very divisive in many of the situations it is used, depending on who interprets the expression can vary howRead MoreEssay on On the Issue of Hate Speech1193 Words   |  5 PagesAlmost all Americans today have heard of the First Amendment and its protection of free speech. This protection allows a free exchange of ideas among the members of society. Without it, Americans would not be able to voice their criticisms against anything without having a fear of being arrested. However, in the past, the government has limited this fundamental right several times. During World War I, Charles Schenck passed out fliers criticizing the national draft. He was arrested, and the SupremeRead MoreHate Speech1536 Words   |  7 PagesHate Speech Essay In the first amendment of the United States constitution, American citizens are guaranteed the right to free speech. This is a fundamental right of American law, and one of the foundations of the U.S. Constitution. It is also the breeding ground for one of the most widely debated issues in America: What, if any, measures should be put into place to regulate hateful language? Most people will agree under one definition or another that hate speech is a socially deviant activityRead MoreImportance Of Freedom Of Speech914 Words   |  4 PagesFree Speech Should be Limited Everyone has the right to freedom of speech, but when there is freedom of speech without limits or restrictions, there is no doubt that this will lead to disaster. People will surely benefit if we are able balance between freedom of speech and restrictions to ensure that society can communicate and prosper without anarchy. The first amendment for freedom of speech can be a good thing and a bad thing if left to free. An important lesson that a young woman learned when