Student-Teacher Relationships Dont Cross the Line

Student-Teacher Relationships Dont Cross the Line Recent news – Harvard banned student-teacher relations. It is not the first university concerned with preventing sexual relations between college faculty and students. Why does it actually matter? Students do not ever think about the disastrous consequences of intimate relationships with teachers. Not only can it mean an ethical investigation (especially if you’re taking Professor Love’s class), but can lead to expulsion and ruin your chances to find job after graduation. Ivy League on Student-Teacher Rules Although student-teacher relationships have been tolerated at many colleges across the U.S., a handful of Ivy League schools are instituting rules that would make this behaviour grounds for expulsion. In February 2015, Harvard formally banned sexual relationships between students and teachers, following the decision of schools like Yale and the University of Connecticut. Students reaction is controversial. Some college-aged students have argued, they’re adults. What’s the problem with having sex with a professor if it’s consensual? The American Association of University Professors has responded in kind, naming several real issues with this kind of relationship. â€Å"Sexual relations between students and faculty members with whom they also have an academic or evaluative relationship are fraught with the potential for exploitation,† stated the AAUP. â€Å"In their relationships with students, members of the faculty are expected to be aware of their professional responsibilities and to avoid apparent or actual conflict of interest, favoritism, or bias. When a sexual relationship exists, effective steps should be taken to ensure unbiased evaluation or supervision of the student.† What about Social Media? As social media becomes a pervasive necessity for communication, less-that-professional texts, tweets, and posts are a huge concern. In the New York City School District alone, more than seven school employees have been arrested over the past few months for sexual advances via electronic mediums. This has inspired the district chancellor, to make contacting students through public forums like Facebook or Twitter a fire-able offence. While some think this is far too aggressive of a punishment for simply connecting with students outside of class, others see it as a gateway to more pernicious evils. Teachers who have personally friended or followed students reciprocally are able to send private messages that may lead to sexual messages, or â€Å"sexts.† This can place both the teacher and student in a precarious position, as research suggests there is an increased probability of real sexual interaction. What’s the Worst That Can Happen? The opinions differ. On one hand, rules such as the one at Yale and Harvard are said to actually limit Constitutional rights. Professor Paul R. Abramson explains, â€Å"The choice of ones romantic partner is no less essential to the formation of the self, no less a matter of the integrity of our private sphere, than well-protected First Amendment rights such as religion and speech.† On the other hand, university as any institution has the right to impose certain rules and policies. Many companies have policies that ban interpersonal relationships between employees, and you will have to deal with it when you apply for a job. What is more, universities are really trying to protect you from awkward and negative outcomes of relations with students. Some potential results from this kind of relationship include: The relationship ends badly and lowers your grades despite high performance. Your instructor cant be objective when teaching and grading you Instructor loses authority and respect of you and your peers who know about your relations Your academic performance is under risk to be investigated and nullified due to the relationship. You get jealous of other students and that influences your performance Your attitude to the subject depends on your attitude to the professor and your current state of relations Sooner or later you feel that you have little in common with your instructor due to generation gap and social factors. Your instructor is afraid to lose their job and their colleagues respect, so they will never make your relations public. You are afraid to get caught and expelled Solution: Dont Cross the L.I.N.E You need to remember that there is an invisible LINE that keeps both of you safe. By following these four simple rules, you can ensure that you keep positive relations with your professor and do nothing provocative: L – Leave alone: Don’t leave class with your teachers, allow them to give you rides, or spend unnecessary time with them outside of class. If you have feelings for a teacher, leave their class – permanently. I – Identify danger: If you feel that your teacher has more than a professional interest, recognize it. N – Notify authorities: If there is inappropriate behaviour, confront the teacher with a friend. If it continues, tell your department chair, or Dean. E – Email only: Don’t befriend your professor on social media or other online networking sites. Use only the established college email to send correspondence. Remember professors can be your friends, supporters and advisers. They can help you build professional network and give you recommendations for your future position. Keep your relationships within boundaries. Do not let emotions interfere positive teacher-student relations and you will get the most out of your college years. What do you think about professor-student relationships? Share your thoughts with us!

To what extent (if any) is racism a product of modernity Answer with Essay

To what extent (if any) is racism a product of modernity Answer with reference to the writings of David Goldberg - Essay Example It is vital, however, to demonstrate its modernity if we are to show how racism, rather than being a problem of individual pathology, is embedded in the structures of the modern nation-state.† (Lentin) David Theo Goldberg, leading scholar of critical race theory, contends, â€Å"Race is one of the central conceptual inventions of modernity" and that "we have come, if often only silently, to conceive of social subjects foremost in racial terms.† (Goldberg, Racist Culture p.3) Throughout his work, The Racial State, he further argues â€Å"that race has marked modernity and its development constitutively, that the racial state is in this sense the paradigmatically modern social formation." (Goldberg, Racial State, p.148) In his view the modern state sees itself as homogenous, seeing anyone who does not fit the social mold as worthy of exclusion. The exclusion can be as literal as segregation or figurative as in the sense that members must assimilate or be ostracized. This shows the central racist tendency of the modern state and racism as a product of that tendency. Anthropologist Audrey Smedley views race and racism in this way. â€Å"I argue that race was institutionalised beginning in the 18th century as a worldview, a set of culturally created attitudes and beliefs about human group differences.† Smedley is convinced of this, and along with many modern anthropologists believes that the basis for current racism has its roots in African slavery specifically. She does not make the claim for slavery itself as the root of racism, since before the modern era many people were enslaved. In Malik’s view, Smedley’s contention is somewhat courageous. â€Å"For much of the past half century, politicians and scientists have largely spoken with a single voice on the issue of race. The experience of Nazism and the Holocaust made racial science politically unacceptable. It also shaped the scientific consensus that race was a social myth, not a

The growth of inequality in many countries and it's impact on U.S Research Paper

The growth of inequality in many countries and it's impact on U.S multinational companies and future strategies to deal with its impact - Research Paper Example (Buckley & Ghauri, 2004 p.86) United Nations Human Development Report (1999) said â€Å"Poverty is everywhere. Gaps between the poorest and the richest people and countries have continued to widen. In 1960, the 20% of the world’s people in the richest countries had 30 times the income of the poorest 20% . In 1977, 74 times as much. This continues the trend of nearly two centuries. Some have predicted convergence, but the past decade has shown increasing concentration of income among people, corporations and countries.† (Sala-i-Martin, 2002 p.1; Sala-i-Martin, 2002) Recent research by Soysa and Oneal (1999); UNCTAD (1999); Ram and Zhang (2002); Dollar and Kraay (2002); Bhalla (2002) show us that globalization raises the growth of average incomes in developing countries. However, the standard of living of the poor in these societies could decline if consolidation into the global economy negatively affects the distribution of income. Quite a few researchers conclude that the fears over globalization and letting foreign companies operate in domestic markets: multinational corporations further increase income inequality in developing countries, and thus, marginalize the poorest of the poor. (Brussman et al, 2005 p. 286). Peter Woicke, former executive vice president of the International Finance Corporation, says that 20% of the population in the world controls approximately 80% of the assets and that roughly 1.2 billion people live below the poverty line. Moreover, he says that most of the population growth over the next two to three decades shall take place in poor countries, which means another two billion people will be born poor. (Wilson & Lodge, 2006 p. 9) (Wilson & Lodge, 2006) He believes that this huge challenge of reducing poverty and inequality cannot be handled by the Governments alone. The private sector, particularly the MNC’s must come forward and share this burden and help countries develop socially as well as

Jung and Freud’s Theory of the Unconscious Essay Example for Free

Jung and Freud’s Theory of the Unconscious Essay Jungs theory of the unconscious sprang from the influence of disassociationist psychology, whereby ideas and images tend to combine into complexes that represent a measure of ones personality. Thus, in his 1902 work, Jung theorized that the phenomenon called somnambulism might be an attempt of a future personality to break through. In 1935, Jung posited the existence of the collective unconscious, which represents complexes that exist apart from peoples intentions (Astor, 2002). Freud placed too much emphasis on the aspects of sexual and aggressive drives in his theory of the unconscious (Anzieu, 1986). On the other hand, Jung believed that the human unconscious is motivated by higher drives than these two, such as an inherent desire to seek self-development and religious fulfillment. Moreover, Jung deviated from Freud’s theory of the unconscious by positing that each person has a unique unconscious and that such unconscious may be accessed by a person voluntarily (Anzieu, 1986). Moreover, Jung carried his theory of the unconscious further by theorizing about the collective unconscious, which is composed of a universal set of ideas that belong to the entire human race, which passed from one generation to the next. Thus, Jung believed that a person’s personality is not only influenced by personal factors, but also by cultural influences that help build his personality (The New York Association for Analytical Psychology, 2008). Freud would have treated Mary Jones through his process called psychoanalysis, or simply, the talking-cure. Freud believed that the psychological problems that appear to underlie Mary Jones manifestations could be solved by talking about them. Psychoanalysis consists in the patients narration of his thoughts and feelings to the therapist. Meanwhile, the therapist is supposed to listen carefully to the client, and from the clients narration formulate his analysis and help the client achieve some insight into the unresolved conflicts of the client, which are only embedded in the unconscious (Anzieu, 1986). On the other hand, since Jungian analysis aims to form a strong relationship between the conscious and the unconscious, Jung would not confine the process to a mere discussion of the patients thoughts and feelings. Jung believed that the unconscious is a wellspring of psychic energy and healing; thus, he would utilize images and symbols designed to spontaneously unlock the patients fantasies and dreams. These images help in the exploration of new possibilities and achievement of personal transformation (The New York Association for Analytical Psychology, 2008). Jung places more emphasis n the process that occurs during the therapy sessions, rather than the content of the therapy. Jungian analysis aims to help the patient achieve an understanding and awareness of the unconscious and thereby give relief to the patients symptoms (The New York Association for Analytical Psychology, 2008). The differences in the treatment styles of Jung and Freud illustrate the following differences in their views of the unconscious:

Achilles vs. Hector in the Iliad :: Iliad essays

Achilles vs. Hector in the Iliad In the Iliad, many of the male characters display heroic characteristics, consistent with the heroic warrior code of ancient Greece. They try to win glory in battle, yet are often characterized as having a distinctly human side. They each have certain strengths and weaknesses, which are evident at many times throughout the conflicts described in the Iliad. Prime examples of such characters are Achilles and Hector. These two characters have obvious differences in their approaches to fitting the heroic mold to which they both try to conform. However, despite their differences and the fact that they are fighting for opposing armies and meet each other with hatred in battle, they also have numerous similar traits which logically lend themselves to a comparison between the two men. They both display behavior that could be described as heroism. The first way in which Achilles, who fights for the Greeks, and Hector, who fights for the Trojans, act differently is how they approach war and the inevitable violence and death which accompany it. Although Achilles knows that he is fated to be killed in battle, when his faithful and devoted friend Patroclus is mercilessly and dishonorably cut down in combat, he puts aside his pride and chooses to temporarily forget about his previous feuds with Agamemnon that have up until now prevented him from participating in the war. He joins the fighting with a deadly and vengeful mindset that will likely play a major factor in the outcome of the war. Today, this lust for revenge might be considered a glaring character flaw. However, this passion for retribution undoubtedly conforms to the heroic code of Greek society. Meanwhile, Hector is full of indecision and reluctance about whether to take part in the war. He too believes that fate has dictated that he will be killed in battle. He spends much time with his pleading wife Andromache, who begs him not to go to war, both for his sake and for his familyÕs. He does not want to die and thus widow Andromache, leaving her "at the loom of another man." Indeed, when he bids farewell to his young son Astyanax, clothed in his shining war gear with gleaming helmet complete with plume crest (the

“Globalisation is a good thing” to what extent do you agree with this statement? Essay

Globalisation is the growth to a global or worldwide scale. It is the increase of trade around the world, especially by large companies producing and trading goods in many different countries. When available goods and services, or social and cultural influences, gradually become similar in all parts of the world. Examples of globalisation are Companies such as Toyota, a Japanese company that has become globalised and is now a worldwide company. Another example is Nike which was originated in Beaverton, Oregon, United States and is now a worldwide company. MEDC’s and LEDC’s are linked through trade. The poorer countries produce and import products and merchandise to MEDC’s at a very low salary. Primark is an example of trading with other countries for unfair prices. From the clothes being made and brought many different countries have been involved Many other clothes companies to this as well. This is known as world trade system and can often be described as unfair for some. China is located in Eastern Asia, bordering the East China Sea, Korea Bay, Yellow Sea, and South China Sea, between North Korea and Vietnam, in the Northern hemisphere. China’s climate is Humid, sticky, dry and hot. Some major crops that are grown in China are rice, wheat, corn, soybeans and tuber crops. China has an extremely high population, just over 1.3 billion people with a birth rate of 12.17 births/1000. Its capital city is Beijing. One of it’s most famous landmarks is the great wall of chine, which is one of the seven wonders of the world. In recent years China has changed and developed rapidly especially economically. It is now the fourth largest economy in the world. A lot of Asian countries are now known as â€Å"newly industrialising countries†. This means that a country whose level of economic development ranks it somewhere between the developing and first-world classifications. These countries have moved away from an agriculture-based economy and into a more industrialized, urban economy, with higher and more technology. Globalisation is a good thing for china as it helps bring in higher profits as the products are kept extremely low as they do not need to pay people a high salary to make them. TNC’s have chosen to locate in china because employers are able to pay a lot less for a job than in the UK or a lot of other countries.†¨ Consumers in the UK and the rest of the developed world benefit from Chinese goods as to produce them in China rather than in the UK and then import them is a lot cheaper than to produce them in the UK as the minimum wage is a lot lower. Workers in China think globalisation is a good thing as it means employment and jobs for them, otherwise they would unemployed and couldn’t earn anything at all. This is why today most products have labelled on them â€Å"Made in China†. Globalisation is a bad thing for China as most of the time all globalization really does is make the rich richer and the poor poorer. In most LEDC’s standards of living are dropping further behind the richest countries. The gap in incomes between the 20% of the richest and the poorest countries has grown from 30 to 1 in 1960 to 82 to 1 in 1995. The increasing interdependence of countries in a globalised world makes them more vulnerable to economic problems like the Asian financial crisis of the late 1990’s. Many environmentalists are against globalisation because it causes a lot of transporting of exporting and importing products which cause pollution. Another reason why globalisation is a bad thing for china is that the national culture and languages can be eroded and destroyed by the modern globalised culture. China is helped a lot by globalisation as it provides many jobs which brings in money, but it is also a bad thing as it is making the difference between rich and poor a lot greater. Personally I think that globalisation is a good thing for China and helps them a lot as without it China would not make as much money as it does currently and China would not be the same country and would not be as developed either.

Anne of Brittany Heiress and Twice Queen of France

Known for: the richest woman in Europe in her time; Queen of France twice, married to two kings in succession.Occupation: sovereign Duchess of BurgundyDates: January 22, 1477 - January 9, 1514Also known as: Anne de Bretagne, Anna Vreizh Background Mother: Margaret of Foix, daughter of Queen Eleanor of Navarre and Gaston IV, Count of FoixFather: Francis II, Duke of Brittany, who fought with King Louis and Charles VIII of France to keep Brittany independent, and who protected Henry Tudor who had fled England and would later become King Henry VII of England.Member of the house of Dreux-Montfort, tracing descent back to Hugh Capet, the French king.Sibling: A younger sister, Isabelle, died in 1490 Anne of Brittany Biography As heiress to the rich duchy of Brittany, Anne was sought as a marriage prize by many of the royal families of Europe. In 1483, Annes father arranged for her to marry the Prince of Wales, Edward, son of Edward IV of England. That same year, Edward IV died and Edward V was briefly king until his uncle, Richard III, took the throne and the young prince and his brother disappeared and are presumed to have been killed. Another possible husband was Louis of Orleans, but he was already married and would have to get an annulment in order to marry Anne. In 1486, Annes mother died. Her father, with no male heirs, arranged that Anne would inherit his titles and lands. In 1488, Annes father was forced to sign a treaty with France stating that neither Anne nor her sister Isabelle could marry without the permission of the king of France. Within the month, Annes father died in an accident, and Anne, barely older than ten years old, was left his heiress. Marriage Options Alain dAlbret, called Alain the Great (1440 to 1552), tried to arrange a marriage with Anne, hoping the alliance with Brittany would add to his power against Frances royal authority. Anne rejected his proposal. In 1490, Anne agreed to marry the Holy Roman Emperor Maximilian, who had been an ally of her father in his attempts to keep Brittany independent of French control. The contract specified that she would keep her sovereign title as Duchess of Brittany during her marriage. Maximilian had been married to Mary, Duchess of Burgundy, before she died in 1482, leaving a son, Philip, his heir, and a daughter Margaret betrothed to Charles, son of Louis XI of France. Anne was married by proxy to Maximilian in 1490. No second ceremony, in person, was ever held. Charles, Louiss son, became king of France as Charles VIII. His sister Anne had served as his regent before he was of age. When he achieved his majority and ruled without the regency, he sent troops to Brittany to prevent Maximilian from completing his marriage to Anne of Brittany. Maximilian was already fighting in Spain and Central Europe, and France was able to quickly subdue Brittany. Queen of France Charles arranged that Anne would marry him, and she agreed, hoping that their arrangement would allow Brittany significant independence. They married on December 6, 1491, and Anne was crowned Queen of France on February 8, 1492. In becoming Queen, she had to give up her title as Duchess of Brittany. After that marriage, Charles had Annes marriage to Maximilian annulled. The marriage contract between Anne and Charles specified that whoever outlived the other would inherit Brittany. It also specified that if Charles and Anne had no male heirs, and Charles died first, that Anne would marry Charles successor. Their son, Charles, was born in October of 1492; he died in 1495 of the measles. Another son died soon after birth and there were two other pregnancies ending in stillbirths. In April of 1498, Charles died. By the terms of their marriage contract, she was required to marry Louis XII, Charles successor -- the same man who, as Louis of Orleans, had been considered as a husband for Anne earlier, but was rejected because he was already married. Anne agreed to fulfill the terms of the marriage contract and marry Louis, provided that he get an annulment from the Pope within a year. Claiming that he could not consummate his marriage with his wife, Jeanne of France, a daughter of Louis IX, even though he had been known to boast of their sexual life, Louis obtained the annulment from Pope Alexander VI, whose son, Caesar Borgia, was given French titles in exchange for the consent. While the annulment was in process, Anne returned to Brittany, where she ruled again as Duchess. When the annulment was granted, Anne returned to France to marry Louis on January 8, 1499. She wore a white dress to the wedding, the beginning of the Western custom of brides wearing white for their weddings. She was able to negotiate a wedding contract that permitted her to continue to rule in Brittany, rather than giving up the title for the title of Queen of France. Children Anne gave birth nine months after the wedding. The child, a daughter, was named Claude, who became Annes heir to the title of Duchess of Brittany. As a daughter, Claude could not inherit the crown of France because France followed Salic Law, but Brittany did not. A year after Claudes birth, Anne gave birth to a second daughter, Renà ©e, on October 25, 1510. Anne arranged that year for her daughter, Claude, to marry Charles of Luxembourg, but Louis overruled her. Louis wanted to marry Claude to her cousin, Francis, Duke of Angoulà ªme; Francis was heir to the crown of France after Louis death if Louis had no sons. Anne continued to oppose this marriage, disliking the mother of Francis, Louise of Savoy, and seeing that if her daughter were married to the King of France, Brittany would likely lose its autonomy. Anne was a patron of the arts. The Unicorn Tapestries at the Metropolitan Museum of Art (New York) may have been created with her patronage. She also commissioned a funeral monument at Nantes in Brittany for her father. Anne died of kidney stones on January 9, 1514, only 36 years old. While her burial was at the cathedral of Saint-Denis, where French royalty was laid to rest, her heart, as specified in her will, was put in a gold box and sent to Nantes in Brittany. During the French Revolution, this reliquary was to be melted down along with many other relics but was saved and protected, and eventually returned to Nantes. Annes Daughters Immediately after Annes death, Louis carried through the marriage of Claude to Francis, who would succeed him. Louis remarried, taking as his wife the sister of Henry VIII, Mary Tudor. Louis died the next year without gaining the hoped-for male heir, and Francis, Claudes husband, became King of France, and made his heir the Duke of Brittany as well as King of France, ending Annes hoped-for autonomy for Brittany. Claudes ladies-in-waiting included Mary Boleyn, who was a mistress of Claudes husband Francis, and Anne Boleyn, later to marry Henry VIII of England. Another of her ladies-in-waiting was Diane de Poitiers, the long-time mistress of Henry II, one of the seven children of Francis and Claude. Claude died at age 24 in 1524. Renà ©e of France, the younger daughter of Anne and Louis, married Ercole II dEste, Duke of Ferrara, son of Lucrezia Borgia and her third husband, Alfonso dEste, brother of Isabella dEste. Ercole II was thus a grandson of Pope Alexander VI, the same Pope who granted the annulment of her fathers first marriage, permitting his marriage to Anne. Renà ©e became associated with the Protestant Reformation and Calvin and was subjected to a heresy trial. She returned to live in France after her husband died in 1559.