...Police brutality is an issue among cities and states, recently protested at football games. Football players have been kneeling down to the national anthem in order to protest against the issue. Police brutality is the use of excessive or unnecessary force by police when dealing with normal day people. “Excessive use of force” means to do something well beyond what would be necessary in order to handle a situation, for example many policemen have been reported, shooting an unarmed person in the back. Even though police brutality is an issue it is disrespectful to the many people who fought for our freedom. NFL players should not kneel during the national anthem to protest police brutality because the national anthem stands for our freedom that soldiers of the United States Army fought for....
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...their favorite teams compete. However, during the past few weeks, players think that it is okay to use our nation’s flag to protest their rights. This is a very controversial topic that has been gaining coverage since quarterback Colin Kaepernick proceeded to take a knee during the National Anthem. The message that is trying to be conveyed is not wrong, it is just how it is being done that goes against what many people believe in. Kneeling for the National Anthem is extremely disrespectful, it creates division in our country, and finally, it has turned into a social attraction where players are seeking attention. The National Anthem pays respect to those who have risked their lives, been injured, or died defending the United States. Americans are very fortunate to have the choice on how to dress, what religion to follow, what to study, who our leaders are, etc. In some countries they do not have these freedoms. However these freedoms come with a cost and that cost has been the lives of thousands Americans. So for this reason we owe the families of soldiers the respect during the National Anthem. The message that some football players are trying to get across is not wrong, there needs to be a change...
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...From the 1968 Olympics where Tommie Smith and John Carlos raised their fists during the National Anthem in solidarity with black people to Colin Kaepernick kneeling for the anthem in the past year or two, protesting in sports has always been around. The anthem is a very sensitive topic to debate on and although some people may say that not standing for the anthem is disrespectful to our veterans, the athletes are exercising their rights that are protected under the first Amendment Colin Kaepernick and the other athletes taking the knee are not being disrespectful, they are just standing up for what they believe in. There is a deeper meaning behind their controversial message. "I'm not going to stand up to show pride in a flag for a country that oppresses black people and people of color... To me, this is bigger than football and it would be selfish on my part to look the other way. There are bodies in the street and people getting paid leave and getting away with murder." (Colin). Kaepernick is using his platform to make a change. His protest is incredibly important especially in light of recent events in this country. It is important for this message to be heard...
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...Colin Kaepernick has been protesting for a while now. At first, it was not immediately notices because “at that point, he simply sat on the benches during the US national anthem” (Mindock, 2017, p. 4). After a while, he later went from sitting during the national anthem to kneeling where everybody can see him clearly. Kaepernick said that he was “not going to stand up to show pride in a flag for a country that oppresses black people, and people of color” (Mindock, 2017, p. 6). There were several other players that joined him in kneeling, but it did not really gain any real traction league-wide. A lot of viewers deemed it disrespectful to the country. The reason Colin Kaepernick was kneeling was not because he wanted to disrespect America, he was protesting because he is aware that “police brutality has become an incredibly polarizing and contentious issue in American life” (Mindock, 2017, p. 7)....
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...Last NFL season Colin Kaepernick decided to protest racial injustice in the U.S by taking a knee during the national anthem before his games. This local movement quickly sparked discussions across conservative media who “ignored Kaepernick’s stated intentions and instead accused him of being unpatriotic and disrespectful of the American flag” (Illing 2018) However, this was not what brought Kaepernick to news headlines. The controversy exploded when President Donald Trump responded to the situation by saying, “Wouldn’t you love to see one of these NFL owners ... say, ‘Get that son of a bitch off the field right now. He’s fired!’ (Graham 2017). Overall the NFL protests demonstrate how the snowballing turmoil of a country can make its way into...
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...academics, but they were praised only on the field not in the class, the teachers would inform us that extracurricular is important for all round development but rarely any action was taken to support this statement. Moreover they were constantly told to focus on their academics more. I also found that the school failed to present extracurricular in more attractive manner. For example: During dance class the boys would rarely appear and were found to bunk class as they did not seem to find dance class worth their time and requested the teachers for excuse on gender basis. Visual arts were usually spent skipping, only the interested students could not bear to bunk class. Sports were popular obviously, but no one enforced mandatory participation to passive students who preferred to study in class instead of exercise. In music class, which was once a week most students rarely showed any intrigue towards learning their instrument and practicing them, so much so that when a survey was made by the principal, about 80% of the students in music class did not possess any knowledge of playing the national anthem or school song on their respective instrument. Moreover switching instrument classes were also forbidden, this only fueled the lack of interest creeping around the school. The classes were compulsory but...
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...Cross-Cultural Communication Theory and Practice Barry Tomalin; Brian J. Hurn ISBN: 9780230391147 DOI: 10.1057/9780230391147 Palgrave Macmillan Please respect intellectual property rights This material is copyright and its use is restricted by our standard site license terms and conditions (see palgraveconnect.com/pc/connect/info/terms_conditions.html). If you plan to copy, distribute or share in any format, including, for the avoidance of doubt, posting on websites, you need the express prior permission of Palgrave Macmillan. To request permission please contact rights@palgrave.com. Cross-Cultural Communication 10.1057/9780230391147 - Cross-Cultural Communication, Brian J. Hurn and Barry Tomalin Copyright material from www.palgraveconnect.com - licensed to Griffith University - PalgraveConnect - 2014-04-12 This page intentionally left blank 10.1057/9780230391147 - Cross-Cultural Communication, Brian J. Hurn and Barry Tomalin Copyright material from www.palgraveconnect.com - licensed to Griffith University - PalgraveConnect - 2014-04-12 Cross-Cultural Communication Theory and Practice Brian J. Hurn and Barry Tomalin Copyright material from www.palgraveconnect.com - licensed to Griffith University - PalgraveConnect - 2014-04-12 10.1057/9780230391147 - Cross-Cultural Communication, Brian J. Hurn and Barry Tomalin © Brian J. Hurn and Barry Tomalin 2013 Foreword © Jack Spence 2013 All rights reserved. No reproduction, copy or transmission of this...
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...# 2011 University of South Africa All rights reserved Printed and published by the University of South Africa Muckleneuk, Pretoria EDPHOD8/1/2012Ã2014 98753223 3B2 Karin-mod Style CONTENTS Learning unit PREFACE SECTION 1 A theoretical framework 1 The pastoral role of the educator in South African public schools: a theoretical framework SECTION 2 Practical examples 2 Understanding cultural diversity in my public school classroom 3 The ABC of building schools for an integrated South African society à diverse people unite 4 Education for human rights and inclusivity 5 Child abuse: an educator's guide for the Senior Phase and FET 6 HIV/AIDS education at school 7 Educators' pastoral role in their schools and communities: an opportunity to care SECTION 3 Crisis and trauma in adolescence 8 Crisis: the theory 9 The crisis intervener and the person in crisis: prevention, prejudice and the intervener 10 Crisis intervention: general models 11 The skills for ensuring a positive relationship and interview between the crisis intervener and the adolescent in crisis SECTION 4 The religious world of the learner 12 Understanding religious diversity in my school 186 122 136 144 168 16 24 41 57 81 92 Page (iv) 2 EDPHOD8/1/2012±2014 (iii) PREFACE The study material for this module comprises four sections. Section 1: The theoretical framework for the pastoral role of the educator (see learning unit 1) Section 2: Practical examples to illustrate the applied competence of the community...
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...ПРАКТИЧЕСКИЙ КУРС АНГЛИЙСКОГО ЯЗЫКА 4 курс Под редакцией В.Д. АРАКИНА Издание четвертое, переработанное и дополненное Допущено Министерством образования Российской Федерации в качестве учебника для студентов педагогических вузов по специальности «Иностранные языки» Сканирование, распознавание, редактирование Июнь 2007 Москва гуманитарный издательский центр ВЛАДОС 2000 Практический курс английского языка. 4 курс под ред. В.Д. Аракина ББК 81.2Англ-923 П69 В.Д. Аракин, И.А. Новикова, Г.В. Аксенова-Пашковская, С.Н. Бронникова, Ю.Ф. Гурьева, Е.М. Дианова, Л.Т. Костина, И.Н. Верещагина, М.С. Страшникова, С.И. Петрушин Рецензент кафедра английского языка Астраханского государственного педагогического института им. С.М. Кирова (зав. кафедрой канд. филол. наук Е.М. Стпомпель) Практический курс английского языка. 4 курс: П69 Учеб. для педвузов по спец. «Иностр. яз.» / Под ред. В.Д. Аракина. - 4-е изд., перераб. и доп. - М.: Гуманит, изд. центр ВЛАДОС, 2000. 336 с.: ил. ISBN 5-691-00222-8. Серия учебников предполагает преемственность в изучении английского языка с I по V курс. Цель учебника - обучение устной речи на основе развития необходимых автоматизированных речевых навыков, развитие техники чтения, а также навыков письменной речи. Учебник предназначен для студентов педагогических вузов. ББК 81.2Англ-923 2 Практический курс английского языка. 4 курс под ред. В.Д. Аракина ПРЕДИСЛОВИЕ Настоящая книга является четвертой частью серии комплексных учебников...
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