University of Maryland Freedoms of Americans Quote Log Paper

ASSIGNED READING : BY Kristof, N. D. (2002, September 10). Security and freedom. New York

• • • When we look back at how our country has handled the last year, we have much to be hugely proud of — and, perhaps, one thing to be just a bit embarrassed about.
      
      That’s the way some people’s civil liberties have been steamrolled since 9/11. I fear we’ll look back on this with a hint of shame, much as we recall the abuse of ”Reds” after the Bolshevik Revolution and of Japanese-Americans during World War II
    • .Still, arguments of some liberals and civil libertarians strike me as overdrawn. Since this is a time to seek lessons, let’s reflect on a few common complaints:
    • President Bush is betraying American traditions by turning to extrajudicial detentions. On the contrary, Mr. Bush is honoring a hallowed American tradition of jacking up security in crises. Mr. Bush has been far more restrained than Franklin Roosevelt (who interned Japanese-Americans), Woodrow Wilson (who presided over the Palmer raids) and Abraham Lincoln (who suspended habeas corpus).
    • The public is willing to compromise in its embrace of the Bill of Rights when it feels the need to adapt to heightened risk. For example, an opinion poll recently asked Americans what they thought of the First Amendment, and 49 percent said it went too far. So it may be liberals who are out of step with the times.
    • The historical pattern is clear: At times of national stress, political leaders take shortcuts with the law to general applause. A generation later, people tell their grandchildren that they were appalled by the abuse of civil liberties.Our entire system of civil liberties is at risk. No, our basic freedoms are not that fragile, and our system itself is in no danger. The detentions of 1,200 people, mostly foreigners who had broken immigration laws, are not the first step to throwing Grandma in jail for thought crimes.
    • Still, indefinitely imprisoning innocent people as ”material witnesses” is wrong on its own. Consider the detention of Tiffany Hughes and her Yemeni husband at the military base where Ms. Hughes, an American citizen, was serving in the Army. The husband was jailed for 52 days, mostly in solitary confinement.
    • Imprisoning a Yemeni because he is a Yemeni will not destroy our freedoms. But it undermines our ability to project our values abroad. The U.S. system of justice has been a model abroad, but how can we tell Uzbekistan (where Muslim extremists threaten not just terrorism but also revolution) to honor human rights and the rule of law when we cut corners ourselves?
    • Of course, the people being tossed in the clink are typically foreign nationals, not American citizens. But that double standard is itself faulty. As Prof. David Cole notes in the latest Stanford Law Review, key constitutional protections are guaranteed not just to citizens but to all ”persons” subject to our laws.
    • The moral force of the Jeffersonian vision, after all, lies in its embrace of universal human rights, not simply privileges of citizen .The Bush administration not only is chipping away at civil liberties, but worse, it wants to do so in secret. This is the nub of it. The administration’s insistence on secret detentions, on secret immigration hearings, on secret evidence — all this means that civil liberties are eroded without any opportunity for public scrutiny or meaningful debate.
    • A new report by Human Rights Watch records the abuse of detainees such as Uzi Bohadana, a 24-year-old Israeli Jew (apparently the authorities find all Middle Easterners equally likely to be members of Al Qaeda). Mr. Bohadana was left with a group of inmates who had been told that he was a terrorist. Guards stayed away during the subsequent beating, which left Mr. Bohadana with a broken jaw and cuts on his right eye and lip that required stitches.
    • That’s what happens when people are arrested secretly, when human rights groups cannot interview detainees, when proceedings are secret. We become China.When I lived in Beijing years ago, I once bitterly remonstrated to a Communist Party official about the detention of a dissident friend, Ren Wanding, the bravest man I’ve ever known. ”If America were threatened by chaos and instability,” the Chinese official replied contemptuously, ”then it would do the same.”
    • I scoffed. But today, while I exult in the heroism of the last year, while I admire President Bush’s response in the first few months after 9/11, one thing bothers me just a bit: a sense that perhaps we’ve reacted in such a way that that Chinese official is feeling vindicated.
    • Copyright: COPYRIGHT 2002 The New York Times Company

done

2 days ago

ASSIGNMENT ON QUOTE LOG

Overview

At this point you should have selected one of the social issues presented in weeks 2-4 (language and power; freedom and security; health and wealth) as the focus of your Case Study Project. For this assignment, you will begin to gather evidence from the course readings related to your chosen social issue. You will use this textual evidence to support your claims in your Case Study Project.

Content

Review the course readings related to your selected social issue, select 4-6 key quotes from the reading selections, and complete the following for each:

• Give the bibliographic information for the reading selection source in APA format. This can be copied and pasted from the class week where the reading is introduced.
• Give the exact quote and page number (or paragraph number, if the source has no page numbers)
• Paraphrase the quote and provide an in-text citation.
• Explain why you selected the quote and how the quote relates to your selected social issue and your perspective on the issue

Organization

• Indicate your topic, thesis, and reasons
• Give 4-6 quote log “entries” where you provide the required information (see above under content)
• Review the sample quote log below.

Grammar and Mechanics

• Your paper should be written with consideration for the standards of academic writing, with attention to the following:
  • punctuation: this includes things such as use of commas, colons, and apostrophes.
  • word-level accuracy: this includes things such as capitalization, spelling, word-tense, and usage.
  • sentence-level accuracy: this includes things such as sentence boundaries, subject-verb agreement, and pronoun-antecedent agreement.
• Take time to proofread after you’ve written your essay. Think about your own writing habits you might want to change (like using “text-speak” or sentence fragments) and watch out for those. Reading your paper aloud is a good way to catch any mistakes.

Sources and Documentation

• You are required to use three sources for this assignment. Your sources should be selected from the assigned course readings on your selected issue (language and power; freedom and security; health and wealth).
• For each source, you should include APA-style reference citations and in-text citations

Format and Length

• At the top of the page, include your name, the assignment name, and a title that reflects your chosen social issue. (See example below.)
• Your quote log should be typed, double-spaced and in 12-point font.
• Your final product should include log entries for 4-6 quotes. Each entry should be about 150 words in length, for a total of 600-900 words.

Due Date and Grade Percentage

This assignment is due by the end of Week 5 and is worth 20% of your final course grade.

Connection to other Course Assignments

• This quote log will assist you in identifying details, examples, and information from the reading selections to develop and support your assertions in your case study project.

• This quote log will also help you to clarify and articulate the connection between the quote, your selected social issue, and your perspective on the issue.

• Moreover, this quote log will help you to effectively incorporate textual evidence in your case study project.

Sample Quote Log (first entry only is shown)

Name

Quote Log

Social Issue: Education and Empowerment

Topic:

Education and Empowerment

Thesis:

Contrary to popular opinion, education does not always lead to empowerment.

Reasons:

(1) Everyone does not have access to a quality education.

(2) Even with a quality education, lucrative employment opportunities are not guaranteed.

(3) Educated individuals may still face discrimination and other inequities that limit opportunities for success.

Entry #1

Source:

Anyon, J. (2016). Social class and the hidden curriculum of work. In G. Columbo (Ed.), Rereading America: Cultural contexts for critical thinking and writing (10th ed.) (pp. 136-153). Bedford St. Martin’s.

Quote:

“Basil Bernstein, Pierre Bourdieu, and Michael W. Apple, focusing on school knowledge, have argued that knowledge and skills leading to social power and regard (medical, legal, managerial) are made available to the advantaged social groups but are withheld from the working classes, to whom a more ‘practical curriculum’ is offered (manual skills, clerical knowledge) ” (Anyon, 2016, p. 137).

Paraphrase:

Several researchers have pointed out that schools provide upper class students with the knowledge and skills needed for prestigious occupations. Such knowledge and skills are not given to students in the working class. Working class students are only provided with knowledge and skills for manual and clerical jobs (Anyon, 2016).

Explanation of quote selection and connection:

I selected this quote because it illustrates the difference in the quality of education students from various social class backgrounds receive. In order to get a high quality education that leads to well-paying jobs, you have to be a student from an upper class family. Without access to a quality education, it is impossible to have opportunities for success. Education will only empower those students who are lucky enough to receive a quality education.