Gal Bornstein

English 1102

Dr. Rebecca Weaver

3 March 2021

Antisemitism in Universities

There is no doubt that hatred exists in many corners of the world. College campuses are unfortunately no exception to this. This research is an analysis of modern antisemitism on college campuses. The goal of this research is to make the reader more aware of its prevalence, how it affects Jewish students, and what university administration does to handle certain incidents when they happen. One might also wonder how the administration of universities handles incidents of attacks when they do happen. It can be quite complicated to tackle these problems when they arise because of varied reasons ranging from worries of violating the rights of free speech to a lack of definition for antisemitism. But after all these incidents occur, what are some things we could implement to bring more harmony onto the campuses? 

The most common reason?  

When one thinks of antisemitism, they might think of something to do with the hatred of their religion or a strange conspiracy theory belief involving Jews. As was mentioned by Aryah Tuchman in the academic journal of “American Jewish History,” this is commonly referred to as “old-fashioned” antisemitism, “in which Jews are demonized and attacked for theological reasons or because of racism or conspiratorial beliefs.” (Aryah 1) However, prejudice towards Jews has changed due to anti-Zionist movements. The issues of the Israeli-Palestinian conflict, which is most certainly a significant issue, tends to to often harbor antisemitic views. In a way, anti-Zionism on college campuses becomes a disguise for antisemitism. A comparison that could easily be made is the rise of Islamophobia after 9/11 because of the hijackers and the group which organized the attack being Muslim.  

Emory University is one school that has had multiple accusations and incidents over the course of several decades. The 1950s saw a great deal of discrimination towards Jewish students at the university. But there have been incidents at the school in modern times. In 2014, two fraternity houses were vandalized with swastikas painted on them. As was also reported by Mark Rotenberg, a journalist for Hillel International, a Jewish organization, “Government data show that religious based hate crimes on college campuses roughly doubled between 2009 and 2017.” (Mark 1)  

In 2017, the Washington Post had a reported a lawsuit that a Jewish student by the name of Jacob Mandel was filing against the California University System. The accusations were made against the university’s administration for failing to protect the Jewish students from incidents and not disciplining those were involved in incidents. “I felt afraid,” (JM 1) said Mandel to reporter Susan Svrluga. One of many incidents include, when Mandel was going for a walk one day, he happened to pass by pro-Palestinian protest on campus when one of the students approached 

Impact on Jewish Students 

From the readings of the sources for this paper, although the root of the anti-Zionist movement most certainly has some good arguments and should be more revered, the message seems to get skewed along the way. The reason seems to be because of the violent incidents that are reported as a result. What should be made clear though is the incidents which occur are not always physical, but also verbal. When a student is trying to walk to their class and someone threatens them along the way, it makes sense that they would feel afraid. Students who are made to feel intimidated and harassed are less likely to show up to class because they never know what will happen when they step out their door. 

What does administration do? 

In more extreme cases, when students did reach out to the administration, nobody was disciplined. When we look at the positive aspect, a big reason for students speaking so strongly about their views on this matter is the fact that we have free speech. When certain Jewish figures would come to a campus to give a speech, protesters would attempt to disrupt it. Universities would as a result hire security for future events.  

As was mentioned by Susan Svrluga from the Washington Post, students in 2017 began a class actions lawsuit against the University System of California. The reason was that they felt the administrators were not protecting their own constitutional rights of equal protection. The Title VI of the Civil Rights Act of 1964 is supposed to protect these rights of Jewish students too. This, however, was the last resort because one student in the article mentioned that he did in fact try at first to report harassment to the administration, but instead was “actively working against me” (Svrluga 1). We can look at these situations and conclude that the views are one sided, since are failing to recognize when Jewish students are being attacked. 

Ideas for Moving Forward 

The conclusion of this research is that universities should begin to harbor different ways of thinking on campuses. As cliché many people would think this sounds, they should probably encourage different communities to mesh more closely with each other. We hear about many student clubs that promote what their idea of peace is. It seems to be that in many ways they further divide us. In Israel, there are groups which promote the strengthening of relationships between the Israeli and Palestinian communities. Starting student clubs on campus with these intentions could be a step in the right direction. 

There are still many flaws in the system as a whole. But when we look back in history of what happened in the university system in the early 1900s towards Jewish students, we can still say that we have come a long way. The most important thing is to educate people on this topic to gain awareness. Like what Black Lives Matter has taught, prejudice and racism happen right in front of us all the time and sometimes it takes someone to point it out to finally become aware of it. 

Works Cited 

Tuchman, Aryeh. “Antisemitism on the Campus: Past & Present.” American Jewish History 96.4 (2010): 309-I. ProQuest. 

Marcus, Kenneth L. “The Resurgence of Anti-Semitism on American College Campuses: Research and Reviews.” Current Psychology 26.3-4 (2007): 206-12. ProQuest. 1 May 2022 . 

Ben-Atar, Doron. “Indulging the Antisemitism of Woke.” American Jewish History 105.1-2 (2021): 225-9. ProQuest. 1 May 2022 . 

Brumback, Kate. “Atlanta’s Emory Apologizes for Anti-Semitism.” The Charleston Gazette Oct 12 2012 ProQuest.  

Rotenberg, Mark. “U.S. college leaders must confront anti-semitism on their campuses.” Hillel International Aug 25 2021 

Svrluga, Susan. ‘I Felt Afraid’: Lawsuit Claims Public University Fostered Anti-Semitism on Campus: A Lawsuit Filed Monday Alleges that San Francisco State University Violated Jewish Students’ Right to Free Speech and Ignored Complaints of Discrimination on Campus. Washington: WP Company LLC d/b/a The Washington Post, 2017. ProQuest. 27 Apr. 2022 .

Students’ basic needs are not being met. The overwhelming cost of housing, textbooks, transportation, food insecurity, and household finances are deeply affecting students. Food insecurity is one of the key factors why students are going downhill. How are students going to be able to keep up with no food in their system? Students are not going to be able to study and maintain throughout the semester with no food. Students’ Basic needs are important. Students cannot focus on their work and school if they are too busy worrying about where they are going to lay their head at night or what they are going to eat for dinner. That alone can impact your mental, physical, and emotional health. Which is not a good sign for any student. Now what if a student does have a living area but it is poor? They may not be able to function properly, and this can also affect their physical and mental health. We should talk about this issue because this is a big issue. If student basic needs are not met, more and more students will become dropouts. We would want the number of dropouts to decrease and not increase. The more students who dropout, the more students who will not want to go to college. We need to ask ourselves what can be done to improve this situation, although there is no easy solution…

According to the journal “The Role of Student Debt and Debt Anxiety in College Student Financial Well Being” “Just over 50 % of students report student loan debt (Sallie Mae, 2016). Approximately one in every six students who is offered a loan declines it (Cadena & Keys, 2013). This is most common among the wealthy, who are least likely to need the assistance, and the least wealthy, who are more likely to receive grants and other aid. Students who decline loans that are offered report that their refusal to accept the loan was due to not being comfortable taking out loans and because their parents discouraged loans (Montalto, Phillips, McDaniel, & Baker, 2019).” Parents discourage loans because they don’t want to be in debt. Wealthy kids who parents will be able to pay their classes does not accept the loan and unwealthy kids who know that their parents will have trouble paying the money back will not accept the loan. Parents of the unwealthy discourage loans because they don’t want to risk being in debt, and paying off their child’s school loans for the rest of their life. Students who have their parents support has an advantage than the parents who are less fortunate. Not all students have supporting parents who are able to help them through college.

The Pell Grant program has ben successful. They help low-income students, (poor and rich families) get some type of money to help students. The Pell Grant Program is the best program that helps at reducing students’ costs. If you are accepted for the Pell Grant you will get a grant. Which means the money you will get you do not have to pay back. According to the article “Pell  Grants and Student Success: .\Evidence from the Universe of Federal Aid Recipients”,  “At a total budgetary cost of about $30 billion spread across 6–7 million students in recent years, Pell grants currently subsidize the costs of attendance of low-income students up to a maximum award of about $6,300 per student” Any money is better than no money.

There is also an program where students can work for their tuition money. According to the article, “The Work College Way” “Nine liberal arts colleges—Alice Lloyd College, Berea College, Bethany Global College, Blackburn College, College of the Ozarks, Ecclesia College, Paul Quinn College, Sterling College, and Warren Wilson College—have found a balance in offering access, affordability, and workforce development for their students, specifically those from low-income families”. These nine colleges are known as work colleges. At these institutions college students work around their campus and for their hard work they earn money to help reduce their tuition. Every institution is different and has their own way and helping support and provide for their students who are in need. For example, at Berea, the students get 100 percent of their tuition paid off, but they have to work and help out around their college and must meet certain other requirements.

Even though it is not easy, there are some ways out there that the government and people could do to help students raise money for their tuition and other basic needs in school. Basic needs for students are important for the health of students. Students cannot go on if they don’t have what they need. The more student basic needs are met the more students will be successful in school. The more successful students there are, the less dropouts there will be. There are grants that students could be approved for, there are jobs students can get around campus (certain institutions).

Citations

MORGENSTERN, ERIN. “The Work College Way: Work Colleges Offer Ideas about Providing an Affordable Liberal Education and Equipping Students for Professional Success.” Liberal Education, vol. 105, no. 3/4, Summer/Fall2019 2019, pp. 36–41. EBSCOhost, https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=fth&AN=142398402&site=eds-live&scope=site.

Martinez, Suzanna M., et al. “Redefining Basic Needs for Higher Education: It’s More Than Minimal Food and Housing According to California University Students.” American Journal of Health Promotion, vol. 35, no. 6, July 2021, pp. 818–34. EBSCOhost, https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=s3h&AN=150911906&site=eds-live&scope=site.

Norvilitis, Jill M., and Braden K. Linn. “The Role of Student Debt and Debt Anxiety in College Student Financial Well-Being.” Journal of Student Financial Aid, vol. 50, no. 3, Sept. 2021, pp. 1–22. EBSCOhost, https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=eue&AN=153330615&site=eds-live&scope=site.

Eng, Amanda, and Jordan Matsudaira. “Pell Grants and Student Success: Evidence from the Universe of Federal Aid Recipients.” Journal of Labor Economics, vol. 39, Apr. 2021, pp. S413–54. EBSCOhost, https://doi.org/10.1086/712556.

              What Can Be Done About Students Plagiarizing?

A very big issue in higher education, which must be talked about more on ways to prevent it is plagiarism. While some things are being put into place to prevent it, technology is continuing to advance, which means there will be more ways to bypass those regulations. Plagiarism hinders students from forming original thoughts and views on a subject. Students can’t expect to get away with cheating and plagiarizing indefinitely since it’ll be detected, and the repercussions will be severe. So, before all of that happens, more strategies to prevent plagiarism should be talked about and implemented

Now first let’s define plagiarism, and the different types of plagiarism. In his article “The 5 Types of Plagiarism | Explanations & Examples” Streefkerk mentions how Plagiarism may take numerous forms, some of which are more serious than others, ranging from rephrasing someone’s ideas without acknowledgment to taking a whole piece of someone’s work. The five most prevalent kinds of plagiarism are as follows: global plagiarism, in its broadest sense refers to the act of misrepresenting someone else’s work as your own. Directly replicating someone else’s words is known as verbatim plagiarism. To avoid verbatim plagiarism, just quote the original source by enclosing the copied material in quotation marks and providing an in-text citation. (Streefkerk 1)

Paraphrasing plagiarism is defined as the act of rephrasing someone else’s ideas and portraying them as your own. When paraphrasing, mention your sources just like you would when quoting to avoid plagiarism. Patchwork plagiarism refers to combining elements from many sources to produce a new writing. To avoid patchwriting, ensure to credit your sources anytime you quote or paraphrase. Self-plagiarism is when you recycle your own previous work. Except for global plagiarism, these sorts of plagiarism are frequently unintentional, stemming from a lack of understanding on how to quote, paraphrase, and reference your sources appropriately. When you reuse ideas, words, or facts from earlier assignments, you are committing self-plagiarism. It is not plagiarism to rework existing ideas and paragraphs as long as you get permission and credit your earlier work to make their sources obvious. (Streefkerk 1)  

In their article “Strategy for writing Plagiarism free Research Paper” Dhusia D. K and Kesharwani Subodh, state that “Many students simply do not know what plagiarism is. Their awareness, if any, often derives from urban legends and myths that Internet contents are free to copy.” (Dhusia and Kesharwani 91), which describes how some plagiarism might not be intentional due to students not being aware of what it is and/or being improperly informed about it. They also mention that “Many other students know what plagiarism is, but don’t consider it wrong. The belief that “information wants to be free,” and the idea that copying from sources with a few words of one’s own is merely “patch writing,” a normal way to write, support these students in their beliefs.” (Dhusia and Kesharwani 91). This shows another reason why students might plagiarize while knowing what it is because they don’t think its something wrong and have the belief that “information wants to be free”.  

In order for teachers to make students more aware Dhusia and Kesharwani explain how these students require assistance, thus informing them of the resources available to them, such as personal attention from instructors, open debate with student ideas, the environment, teaching assistants, online writing lab sites, and so on, may inspire them to persevere. Presenting the assignment and correct citation of sources in a positive light is one strategy that might work. (Dhusia and Kesharwani 91)

In her article “Preventing Plagiarism (and Other Forms of Cheating): Advice From Students and Faculty” Stephanie Bluestein mentions some advice students had about plagiarism and academic dishonesty in general and what faculty and staff could do about it. Those students described how if a teacher is sitting in front of the class checking over their work, the student in the back has pretty much free reign to cheat. Professors may not be able to catch every instance of plagiarism, but students are aware when they are not. Faculty and administrators would benefit from learning more about incentive theories from the standpoint of educational psychology. By altering your presentation manner and enhancing student interaction with the subject, you may make learning more exciting. (Bluestein 8)

What teachers can do to prevent plagiarism has been mentioned but that about students? In her article “10 Tips for Students: How to Avoid Plagiarism in Your Writing” Zoe Nixon explains that students should allow enough time to write a paper is a simple strategy to avoid plagiarism. Citing sources is one thing, but it won’t help much if it’s not done right. Students should ensure that they understand the standards for the paper they are working on and that they apply them correctly. Scanning through a paper to verify that it has cited all of the sources used does not take long. There is a means to avoid using someone else’s work while yet giving credit where credit is due. When explicitly quoting someone, another approach to give credit is to utilize quotations. (Nixon 1)

To sum it up, in her article “Preventing Plagiarism (and Other Forms of Cheating): Advice From Students and Faculty” Stephanie Bluestein elaborates that academic dishonesty has no redeeming qualities other than potentially giving an instructive moment. Educators must undoubtedly ask themselves, “How do we avoid this tragic situation?” Students, as we all know, are free-thinking individuals with a lot on their minds—and plates. While professors and administrators cannot control their students’ actions, they can regulate their actions by taking preventative measures. (Bluestein 7)

Works Cited:

Streefkerk, Raimo. ” The 5 Types of Plagiarism | Explanations & Examples.” Scribbr, 10 Jan. 2022, https://www.scribbr.com/plagiarism/types-of-plagiarism/

Dhusia, D. K and Kesharwani, Subodh. “Strategy for writing Plagiarism free Research Paper” Global Journal of Enterprise Information System vol. 11, issue. 2, Spring 2019, pp 90-96. EBSCO, DOI: 10.18311/gjeis/2019

Bluestein, Stephanie. “Preventing Plagiarism (and Other Forms of Cheating): Advice From Students and Faculty” New Directions for Community Colleges vol. 2018, issue. 183, Fall 2018, pp 7-14. EBSCO,  DOI: 10.1002/cc.20312

Nixon, Zoe. “10 Tips for Students: How to Avoid Plagiarism in Your Writing ” The Writing Cooperative, 4 Jul. 2018, https://writingcooperative.com/10-tips-for-students-how-to-avoid-plagiarism-in-your-writing-11892264deb4

Ayanna Cade

ENGL 1102

Major Project 4

acade7@student.gsu.edu

April 16th, 2022

Introduction

The pandemic has caused many issues for college students. Depression, anxiety, insomnia and online classes due to the pandemic has caused trouble for college students. College students must worry about their selves and their loved ones catching covid. The Topic for this research paper is how does college students’ depression, anxiety, insomnia and how has online classes due to the pandemic affect their academic performance?

The pandemic has caused depression, anxiety, insomnia, lack of motivation, etc. in college students. Covid 19 has added more reasons why college students are stressed.  According to Mindy M. Kibbey in her article “Anxiety, depression, and health anxiety in undergraduate students living in initial US outbreak hotspot during Covid-19 pandemic” college students have consistently elevated psychological distress because of the pandemic (Kibbey 1).  Kibbey started a study on the effects of the Covid-19 pandemic on mental health undergraduates in a heavily populated area in the United States (Kibbey 1). Kibbey addresses that half of the students reported that they had higher levels of health anxiety, general anxiety, and depression (Kibbey 1). Kibbey claims that “college students stress about unexpected displacing due to closing of university housing, losing jobs, no social networks, uncertain academic future, and online learning” which increases their depression and anxiety (Kibbey 1). This is immensely important because some college students live in university housing and have nowhere else to go. Those students that live in university housing unexpectedly had to leave without a warning which could be hard on many students. College is expensive and students lost their jobs which caused more stress on them.  

In the article “Assessing the effects of the COVID-19 pandemic on Nontraditional Student’s Mental Health and Well – Being” Stephanie Babb stated that 30% of college students reported that their depression affected their personal lives and academic performance before the pandemic but, these rates have increased due to the pandemic (Babb 1). “71% of students indicated they had increased levels of stress, depressive thoughts, and anxiety due to the pandemic” (Babb 1). “35% of undergraduate students screened positive for major depressive disorder” (Babb 1). Babb adds that insomnia is an issue for college students that could lead to depression and affect their academic performance (Babb 1). Insomnia can negatively affect college students’ depression, academic performance and anxiety. “Insomnia is a common sleep disorder that can make it hard to fall asleep, hard to stay asleep, or cause you to wake up too early and not be able to get back to sleep”. According to Babb, 60% of college students have poor sleep quality and over 7% meet the criteria for insomnia (Babb 1). Babb believes that insomnia for college students leads to low GPAs and poor academic performance such as dropping classes (1).

 Many college students’ academic performance has been affected by depression, anxiety, and insomnia due to the pandemic.  Jose Ventura – Leon argues in his article “ Depression, Covid-19 Anxiety, Subjective well-being, and academic performance in University Students with Covid-19 Infected Relatives: A Network Analysis that the symptoms of anxiety and depression negatively affect college student’s academic performance.  Ventura states that many students’ concerns about their academic performance can also cause depression and anxiety in college students (Ventura 1). Students’ academic performance can be positively or negatively affected by remote teaching due to the pandemic (Ventura 1). Ventura acknowledges that University students’ academic performance could be affected by remote learning due to limitations in acquiring the necessary technology and/or having adequate digital connections (Ventura 1).

The pandemic caused in-person classes to transition to online classes. Online learning can certainly affect a student’s academic performance. This transition can be a huge adjustment for a lot of students. In the article “Higher education students experience and opinion about distance learning during the covid-19 pandemic “ Aleksandra Stevanoic emphasizes that there is a negative correlation between online classes during the pandemic (Stevanoic 1). Some of the negative things college students experienced during online learning are “academic stress, fear of failure, feelings of boredom, and depressive thoughts that distracted students from academic and creative activities” (Stevanoic 1). There are pros and cons to online learning. Some of the pros Stevanoic points out are better time management, better for students who cannot come to class due to health reasons, employment, etc,  and it’s easier for some students to attend class from a computer (Stevanoic 1). Some of the cons that Stevanoic pointed out are lack of motivation, increased anxiety, depressive thoughts, technical problems, etc (Stevanoic 1).

Melissa Ezarik added in her article “How Covid 19 Damaged Student Success “  a student voice survey that included 2,000 college students from 108 institutions which were conducted by Higher Ed and presented by Kaplan. According to Kaplan, 47% of students would rate the value of their education this year as fair or poor, 52% of students said they learned less this year, 23% of freshmen felt unprepared, 35% felt somewhat unprepared, and 47% of students said that cheating is common in online classes (Ezarik 1). Ezarik also points out that 46% of students felt like they are taking more time to complete online assignments (Ezarik 1). Donde Plowman, the chancellor of the University of Tennessee states “I heard repeatedly, I’ve had to work so much harder” from students (Ezarik 1). Ezarik implies that it’s easier to lose focus during online classes (Ezarik 1). Eight out of ten students found it difficult to concentrate during online classes but there are a few students who prefer online learning. According to Ezarik Student Watch research from the National Association of College Students found that students over the age of 35 were more satisfied with online learning (Ezarik 1). There are other worries that the pandemic added to college students. For example, Ezarik addresses that a student could not concentrate because her uncle had COVID-19. Two football players expressed the pressure they felt during the pandemic. They had worries of catching the virus and worries of having to meet academic requirements.

Students now worry more about their academic performance due to the pandemic. Students are now dealing with insomnia, longer assignments, depressive thoughts and worries about getting Covid 19. The pandemic made online classes a huge thing which caused more problems with students’ academic success. Students are learning less, unprepared and not concentrated. Students are feeling bored and having fears of failing. After doing this research there should be more programs to help college students get through this pandemic.

Works Cited

Babb, Stephanie J., et al. “Assessing the Effects of the COVID-19 Pandemic on Nontraditional Students’ Mental Health and Well-Being.” Adult Education Quarterly, vol. 72, no. 2, May 2022, pp. 140–57. EBSCOhost https://journals.sagepub.com/doi/full/10.1177/07417136211027508

Stevanović, Aleksandra, et al. “Higher Education Students’ Experiences and Opinion about Distance Learning during the Covid‐19 Pandemic.” Journal of Computer Assisted Learning, vol. 37, no. 6, Dec. 2021, pp. 1682–93. EBSCOhost, https://doi.org/10.1111/jcal.12613.

Mindy M. Kibbey. “Anxiety, Depression, and Health Anxiety in Undergraduate Students Living in Initial US Outbreak ‘Hotspot’ during Covid-19 Pandemic.” Taylor & Francis, https://www.tandfonline.com/doi/full/10.1080/16506073.2020.1853805.

Ventura-León, José, et al. “Depression, Covid-19 Anxiety, Subjective Well-Being, and Academic Performance in University Students with Covid-19-Infected Relatives: A Network Analysis.” Frontiers, Frontiers, 1 Jan. 1AD, https://www.frontiersin.org/articles/10.3389/fpsyg.2022.837606/full

What Worked and What Didn’t for College Students Learning through COVID-19, https://www.insidehighered.com/news/2021/06/21/what-worked-and-what-didn%E2%80%99t-college-students-learning-through-covid-19

Name: Nadiyah Alali

Professor: Rebecca Weaver

Course: ENGL1102

Date: 4/25/2022

Major project 4: People Fake

Fake people have been a big problem for workers, students, friends, and everyone. People are always not here for you. Also, fake people can be a big impact on you and everyone. Also, we have to talk about this issue because a lot of people got betrayed easily. And, that affected students which cause them to be depressed. And, this matters because people are being tricked. Being depressed as a student is a big thing. Not going to school because the depression is the worst thing. Also, being able to talk with others can affect your education environment. That can also cause to fail the classes and tests. So, fake people are the worst thing to have near you.

Having a fake friend can ruin your own self. Especially, when your fake friend is the closest friend, you have. Then, you have trust issues and you will hate yourself. Hating yourself is not good for your mental health and can affect/impacted you and your education environment. Also, you can lose more friends when your depression. Losing also can impact your life a lot more than you think.

Losing your friends can make feel that you are not good enough and you going to think that is why they left. And, that is not the reason that you are losing a friend. That reason is probably that you think that everyone is fake and that you can’t trust them anymore. But you wouldn’t think that was the reason. SO, you going to keep being depressed and you will lose more people except for the true friend and the true people who you have around you.
In conclusion, there are fake people around but you don’t know who is it until they show that they are fake. Also, people can affect your life a lot. And, you can lose your other friend except for the true friends and true people would not leave and they going to be here for you and that’s a true friend to be with. Also, fake can cause you to be depressed and lonely. So, be careful to not lose yourself and to not lose everyone.

Work Cited

How To Spot Fake People (And Ways to Deal with Them)

https://www.lifehack.org/900275/fake-people

Accessed May 4. 2021

friends quote that will give you thoughts about people you may have considered being your friend. https://www.currentschoolnews.com/articles/quote/fake-friends-quotes/

Accessed March 7.2022

. “Growing up means realizing a lot of your friends aren’t really your friends.”

https://www.quoteambition.com/fake-friends-people-quotes/

Accessed May 17.2022

Savage Fake Friends Quotes & Fake People Quotes.

https://willingtotakeactions.com/fake-friends-quotes-fake-people-quotes/

Accessed February 20.2022

That Prove Your Friendship is the Real Deal

https://hellorelish.com/articles/signs-of-real-friendship.html

Accessed Jun 30, 2021

Fake Friends Quotes and Fake People Sayings.

https://everydaypower.com/fake-friends-quotes/

Accessed Apr 7.2022

Over the last half-century, heavy alcohol consumption has become a widespread practice of campus life, and it’s grown to involve up to half of the student population. As binge drinking habits increased, so did the concerns of administrators, faculty members, and other students. The effect that’ll be of particular focus is that of heavy alcohol consumption on college students’ academic performance.

There is plenty of research that proves the correlation between binge drinking and poor academic performance to be more than existent. For example, in the article “Understanding College Alcohol Abuse and Academic Performance: Selecting Appropriate Intervention Strategies” by Michael Sullivan and Ed Risler, a study conducted by C.A. Presley, P.W. Meilman, and R. Lyera was referenced. In their study, Presley, Meilman, and Lyera found that students who consumed less alcohol performed better academically than students who drank more. A-students had 3 drinks a week on average, while D-students had 10 drinks per week on average (Sullivan and Risler 115). Naturally, it’s expected that findings like these would shift the behaviors of college students, and prompt administrators to take action. Instead, research proves quite the opposite.

Although poor academic performance has been directly linked to binge drinking, the notable lack of response from students and administrators sparked an interest in researchers. After confirming the notion that binge drinking does, in fact, constitute poor academic performance, researchers began shifting their curiosity to the more perplexing component of the issue: Why, after the numerous occasions where subpar academic performance has been linked to binge drinking, haven’t students changed their habits? Why haven’t administrators and faculty members handled the matter with a sense of urgency? These topics are ones that came to be deeply discussed in order to introduce possible solutions to the bigger issue at hand.

taken by No Revisions, Unsplash.

In another study “Problem Drinking Among College Freshmen” done by doctors Mark J. Werner and John W. Greene, two questionnaires were given to freshmen volunteers to analyze their drinking habits, and deduce which students were at high risk for alcohol dependency. It was discovered that more than half of their volunteers claimed that they’d drunk heavily in the last thirty days, forty percent of which scored as high-riskers on the questionnaires. The interesting fact, however, is that more than seventy percent of the students whose scores indicated that they were at risk for alcohol dependency soon intended on joining a fraternity or sorority house (Werner and Greene 489). According to Werner and Greene, “students intending to join the Greek system are more likely to be frequent, heavy, problem drinkers” (Werner, Greene 491). It’s important to highlight that problem drinking is different from alcoholism. While they are similar in the sense that both consume unhealthy doses of alcohol and deal with negative effects, alcoholics are physically addicted to alcohol consumption, and problem drinkers are not.

 The habit of binge drinking on campus has led to many dangerous and chaotic situations, many of which have left students injured, in legal trouble, or even dead. Although this connection isn’t unbeknownst to university administrators and faculty members, they haven’t seemed to be taking serious action to stop these casualties from happening. According to Beth Mcmurtie’s article  “Why Colleges Haven’t Stopped Binge Drinking”, there are multiple reasons to take into account when discussing binge drinking in college. Campus culture and environmental pressures are some serious contributors to the issue (McMurtrie). McMurtrie explains how environments like local bars, for example, promote college binge drinking by luring students in with happy hours and discounts. And because the local bars aren’t affiliated with any colleges, nothing can really be done about it.

taken by Yasin Arıbuğa, Unsplash.

One campus culture that constitutes the issue of college binge drinking traces back to societies known as Greek-letter organizations. Founded in the 1700s, Greek houses were created by students as a form of escape from the rigidity of their academic environments.  In her article, “The Dark Power of Fraternities”, Caitlin Flanagan discusses the phenomenon of fraternity culture in relation to their excessive drinking habits. She asserts that there’s a concerning number of injuries, physical assaults, and sexual crimes that happen in fraternity houses while the perpetrator was under the influence of alcohol. Flanagan also introduces another possible reason as to why college administrators won’t take serious action to solve the college drinking issue. She claims that as fraternity houses became a popular part of campus culture, colleges grew to become more dependent on them. According to Flanagan, Greek Houses have advanced to assist universities with their admission, student retention, and housing rates, therefore becoming a valuable asset to the school (Flanagan).     

Though these unsettling results might depict college binge drinking to be a helpless matter, researchers also began to explore possible resolutions to the issue. In the article “Understanding College Alcohol Abuse and Academic Performance: Selecting Appropriate Intervention Strategies”, Michael Sullivan and Ed Risler reinforced the findings of the previously mentioned researchers, including Werner, Greene, Presley, Meilman, and Lyera. Additionally, they present possible ways to apprehend the issue of college binge drinking. To do this, they first present three common methods of apprehension. The public health strategy suggests that reducing the availability of alcohol would lower consumption rates. The second apprehension strategy the authors present is the sociocultural strategy. This strategy suggests that rather than getting completely wasted, the use of alcohol should be promoted at legal and appropriate doses. The third strategy that Sullivan and Risler present is known as the disease approach. This strategy suggests that students who’ve been identified as having a predisposition to alcohol dependence should consider abstinence (Sullivan and Risler 116-117). While each strategy promises some level of success, Sullivan and Risler highlight that each of these strategies has its limitations. With regards to the public health strategy, the authors state that the interdiction of alcohol won’t curb heavy drinkers’ habits. Next, the authors claim that the sociocultural model will only be effective for a small percentage of students, since many of them displayed unhealthy drinking habits before they enrolled in college. Lastly, Sullivan and Risler debunked the disease approach because they argue that binge drinkers tend to be in denial of the fact that they have a drinking problem (Sullivan and Risler 117-118).

So, what are some effective apprehension strategies that don’t work only under certain conditions? This is where Sullivan and Risler’s ideas begin to align, almost identically, with the previously mentioned researchers. One common resolution strategy among the researchers is to create as much of a non-confrontational, collaborative, and social environment as possible. Indirect and empathetic approaches have proven to be the most successful apprehension strategies when aiding college students in moderating their drinking habits. By creating college communities that promote the moderation of, or even abstinence from alcohol consumption, researchers are hopeful that the issue of binge drinking in college students will someday be solved.

                                                 Works Cited

Werner, Mark J. M.D., Greene, John w. M.D. “Problem Drinking among College Freshmen.” Journal of Adolescent Health, vol. 13, no. 6, 1992, pp. 487-492. ScienceDirect, https://doi.org/10.1016/1054-139X(92)90012-Z

Sullivan, Michael, Risler, Ed. “Understanding College Alcohol Abuse and Academic Performance: Selecting Appropriate Intervention Strategies.” Journal of College Counseling, vol. 5, no. 2, 2002, pp. 114-123. https://doi.org/10.1002/j.2161-1882.2002.tb00213.x

Flanagan, Caitlin. “The Dark Power of Fraternities.” The Atlantic, Mar. 2014, https://www.theatlantic.com/magazine/archive/2014/03/the-dark-power-of-fraternities/357580/

Mcmurtie, Beth. “Why Colleges Haven’t Stopped Binge Drinking.” The New York Times, 14 Dec. 2014, https://www.nytimes.com/2014/12/15/us/why-colleges-havent-stopped-binge-drinking.html

Axel Gordillo

Professor Weaver

English 1102

April 25, 2022

Inclusive teaching and its importance

It’s not uncommon to know that some students may feel excluded when it comes to school, whether it be because of their religion, sexual orientation, or even a disability. This issue is a direct result of some schools not doing enough to make students feel more included. The focus and purpose of this research are to explore the importance of inclusive learning/teaching, and the possible effects that it can have on students. Implementing inclusive teaching and its practices is important because it makes students feel as if they belong which is critical to their success, as more students with disabilities enter college it is needed even more, and because it helps students perform academically better.

First, to understand the importance of inclusive teaching one must know the definition. Viji Sathy and Kelly A. Hogan describe it perfectly in their article, “How to Make Your Teaching More Inclusive: Advice Guide” as, “…embracing student diversity in all forms — race, ethnicity, gender, disability, socioeconomic background, ideology, even personality traits like introversion — as an asset (1).” Their research asks questions and answers them in a way that can help people get a broader understanding of this topic. They also give tips on how to implement these strategies in classrooms. Overall, Sathy and Hogan encourage teaching practices that are more suitable and cater to a wider range of students, those who are generally from groups that have been marginalized. Because old methods of teaching do not cater to all kinds of students, it is important to figure out creative ways to include everyone. Making every student feel like they have a sense of belonging in school is critical to their success. It is also important to note that as more students with disabilities enter higher education institutions, the need for inclusive teaching practices is needed now more than ever for them. Besides making students feel more included, inclusive teaching practices have been shown to help students academically.

To give an example of what could happen when there is an absence of an inclusive environment in the classroom, a student with a shy demeanor walks into a class and is asked a question. They give the wrong answer to the question and the instructor makes no effort to reassure the student. Next time the student is asked a question they will simply not answer and remain quiet because they will feel as if that is the best option. The absence of inclusive teaching practices such as reassurance can diminish a student’s confidence in the classroom. This issue can also affect a student’s self-esteem as well as their motivation and success. Situations like this and many others highlight the importance of inclusive teaching and its practices. Inclusive teaching helps us develop a feeling of belonging that is pivotal for success. According to Bryan Dewsbury and Cynthia J. Brame, in their article, “Inclusive Teaching” (published in CBE—Life Sciences Education) states that self-efficacy is a direct result of inclusive teaching practices like making a student feel as if they belong (1). Self-efficacy can be described as the belief in one’s ability to execute a plan in order to reach a goal. Furthermore, this value of self-efficacy improves confidence not only in the classroom but in the workplace or even at home. This outcome is important as inclusive teaching makes society more culturally diverse and productive when everyone can feel confident enough to put their talents to use (2). Maximized participation and an outgoing attitude are just some of the helpful effects that come out of putting inclusive teaching practices in place.

On a separate note, Anabel Moriña, a professor at the University of Seville who researches special education in higher education states in her article, “Inclusive education in higher education: challenges and opportunities” (published in the European Journal of Special Needs Education) that the number of students with disabilities attending higher education institutions increases every year (4). This increase is significant because the plans put in place to help students with disabilities are insufficient (5). They do not fully help make students feel accepted. Not only this, but students with disabilities are more likely to be discriminated against. Because of this, the rates at which disabled students drop out of these institutions are drastically higher than those without disabilities. For that reason, it is key that more inclusive practices are introduced to keep students in school. Introducing these practices will also provide equal opportunities for students where they can all develop their abilities and accept and understand diversity. Another reason for the importance of inclusion is that some disabled students feel as if they have to work twice as hard as able-bodied students because they have to handle both their education and disability. Implementing inclusive strategies like cooperative learning, independent practice, and getting to know students in a way where one might better understand their situation can give them some much-needed relief by taking that huge load off their backs. Some may argue that implementing these practices will only benefit students with disabilities, but in fact, non-disabled students will also benefit because these inclusive practices improve the classroom environment and thus the university itself (12). This is because students with disabilities are adaptable because they’ve had to deal with their disability their whole lives, which demonstrates their resilience. These characteristics, which are honed through inclusive teaching, teach students their worth and help them become valued members of society.

Lastly, Inclusive teaching is important because it provides all students with a more quality education that will see them perform academically better. When students are in an environment where they are all accepted and valued, it motivates them to work to their full capabilities. In their article, “Academic and Social Effects of Inclusion on Students without Disabilities: A Review of the Literature” (published in the journal, Education Sciences), Ayse Kart and Mehmet Kart, two professors from Ohio State University, demonstrate studies that students in inclusive teaching environments outperformed those in regular teaching environments (4). This research shows that there is a direct correlation between academic performance and inclusive teaching. Apart from this, students with disabilities in inclusive environments perform academically better in the sense that they develop better cognitive and motor skills. Performing academically better is an important result of inclusive teaching because it shows that students have the drive to succeed, which can help them in the future.

In the end, this research can explain why inclusive teaching practices in higher education classrooms are so important. These practices help students develop characteristics and skills, which can influence better environments for everyone as well as help them later when they graduate college. Inclusive teaching creates a better more understanding and accepting society, which is what everyone should strive for because when everyone can feel included, everyone can contribute.

Works cited

Dewsbury, Bryan, and Cynthia J. Brame. “Inclusive Teaching.” Lifescied, CBE—Life Sciences Education, 26 Apr. 2019, www.lifescied.org/doi/full/10.1187/cbe.19-01-0021.

Moriña, Anabel. “Inclusive Education in Higher Education: Challenges and Opportunities.” Taylor and Francis Online, European Journal of Special Needs Education, 23 Dec. 2016, https://doi.org/10.1080/08856257.2016.1254964.

Moriña, Anabel. “Inclusive Education in Higher Education: Challenges and Opportunities.” Taylor and Francis Online, European Journal of Special Needs Education, 23 Dec. 2016, https://doi.org/10.1080/08856257.2016.1254964.