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Successful Women in NHL Shows Others that Women Can Expand their Ideas for Future Careers!

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Successful Women in NHL Shows Others that Women Can Expand their Ideas for Future Careers!

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My older sister, that is attending Ohio State University for athletic training, showed me this story later this week. This story was completely fascinated about this story in particular because it showed her that she would be able to broaden her job opportunities as a future athletic trainer. What is also interesting is that my older sister is the athletic trainer for the women's hockey team, which made it even more important.

For me, I believe that this story shows that we are getting closer for equality when it comes to gender. In TE101, there were many class discussions about how gender sometimes would hinder females from doing something big or small. So, knowing that change, especially when it is impacting my sister in a positive manner, helps me see that society is pushing in the correct direction. That even though we are female, and it is not complete equal, we wouldn't be restricted the right to having the job we want, which is shown from Aisha Visram working in the NHL.

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Aisha Visram Becomes First Woman to Serve Behind an NHL Bench

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Aisha Visram made history last night. Serving as the Los Angeles Kings' head athletic trainer on Thursday night for the team's game versus the New York Rangers, Visram became the first woman to work behind an NHL bench in any capacity, according to the Professional Hockey Athletic Trainers Society.

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The Hate U Give by Angie Thomas allows readers to witness a different perspective about law enforcement, the justice system, and racial inequality as a whole. 

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The Hate U Give by Angie Thomas allows readers to witness a different perspective about law enforcement, the justice system, and racial inequality as a whole. 

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For my TE348, which focuses on reading and responding to children’s literature, had an assignment for the class and read and discuss the literacy elements within the book The Hate U Give. Within the book, it talked about a lot of elements that TE101 and TE102 discuss, especially when it comes to racial injustice and inequality. The main premise of the book is that the main character, Starr, witnessed the death of her good friend, Khalil, that was taken away from him by a police officer. It shows her challenges in a white dominant school, and how she isn’t supposed to act like herself. It demonstrates the fear and helplessness of not having your voice heard, leading to the police officer to have no charges put against him for the murder. Then, it shows the complications of interracial relationships and how people don’t believe that it is normal, when it reality, people shouldn’t be having those feelings towards two people who love each other.

I felt so many conflicting feelings when it came to the book. For me, as a white woman, there were a lot of moments in the book that I never had to worry about while for her it was considered normal. There are very modern references in the book, where I relate to what Chris, which is Starr’s boyfriend said to Starr. I am personally in a relationship with a African American male, and I ask some of the questions that he has asked. I learned from personal experiences and from the book that regardless of how different the culture is from my own, there is no “normal” or “weird” culture compared to the others because each culture is normal. I have learned a lot from my boyfriend about his culture similarly to how Chris learned about Starr’s culture.

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I also wrote about this book for my second weekly encounter!! While reading it, I thought it was an amazing book that shed light on such an important topic. I think the most powerful part of your reflection was your connection between Starr and Chris's relationship to your own. In my reflection I focused on Starr's transitions between her home and school life, I felt her two personalities played a huge role throughout the entire book.

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The Michigan Coach punches Wisconsin Assistant Coach after Today's Game

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The Michigan Coach punches Wisconsin Assistant Coach after Today's Game

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I was watching basketball today, and after seeing Michigan lose to Wisconsin both coaches fought one another leading to a physical engagement involving Wisconsin's assistant coach. I believe that this would lead to the suspension of the Michigan coach because of his actions.

I love basketball, especially when it comes to Michigan State basketball, and I believe that the coaching staff truly makes the team. So, showing how coaches, such as the Michigan coach, can't show a good example for the team is frustrating. The college students playing for their coach truly would stand up for them in any situation, as you can clearly see within the video of the fight, and not being able to contain your emotions could be dangerous for both parties.

I believe that this can relate to the discussions in class when we talk about authority figures. When we talk about the relationship between their teachers and students. If you see your teacher do something, it would prompt students to do those actions as well.

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3:30 PM ET

Jeff BorzelloESPN Staff Writer

Close

Basketball recruiting insider.

Joined ESPN in 2014.

Graduate of University of Delaware.

Michigan men's basketball coach Juwan Howard appeared to take a swipe at Wisconsin assistant Joe Krabbenhoft's face in the postgame handshake line between the two teams, setting off a brawl involving coaches and players from both sides.

Wisconsin head coach Greg Gard stopped Howard in the handshake line, leading to the two men exchanging words before being surrounded by a few players and coaches. Howard put his finger in Gard's face and grabbed his sweater before Krabbenhoft came over in the middle of the scrum. Howard then reached out and grabbed Krabbenhoft's face.

Both teams began pushing and shoving, with Michigan forwards Moussa Diabate and Terrance Williams appearing to throw punches.

"I didn't like the timeout they called, and I'm being totally honest with you," Howard said. "I thought it was not necessary at that moment, especially with it being a large lead. ... I thought that wasn't fair to our guys. And so that's what happened."

The Badgers were up 15 when Gard took a timeout with 15 seconds left.

"Apparently he didn't like that I called the timeout to reset the 10-second call. Because we only had four seconds to get the ball over halfcourt," Gard told CBS. "I didn't want to put my backups -- I had all my bench guys in the game -- I didn't want to put them in that position of scrambling with only four seconds. So I took a timeout and got us a new 10 seconds and it helped them get organized and get the ball in. And he did not like that when he came through the handshake line. I'll leave it at that and the tape will show the rest."

Wisconsin won, 77-63.

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Howard throws blow at Badgers coach after loss

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3:30 PM ET Jeff BorzelloESPN Staff Writer Close Basketball recruiting insider. Joined ESPN in 2014. Graduate of University of Delaware. Michigan men's basketball coach Juwan Howard appeared to take a swipe at Wisconsin assistant Joe Krabbenhoft's face in the postgame handshake line between the two teams, setting off a brawl involving coaches and players from both sides.

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Should women be required to sign up for the draft?

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Should women be required to sign up for the draft?

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Four of my guy friends and I were talking about how World War 3 might be among us due to Russia invading Ukraine. It was discussed that men already had to sign up because it is required by law, which I didn't know at the time. Due to this, I decided to bring up the topic, "If women truly want equality, shouldn't women be required to sign up for the draft as well?" Why is it only men? If people say women shouldn't, what is the line for what women want or do want when it comes to equality?

When looking at the Washington Post article, it stated that in 1981 the Supreme Court declared that women could, not should, not register for the draft. This means that even if a woman wanted to register, she legally couldn't, which is very interesting. Another interesting quote from the article, "55 percent of men think women should register, while only 36 percent of women do" shows that divide not wanting to be completely equal.

The article also mentioned how the political stance of an individual would determine whether or not they believe women should be able to register. Representative Mary E. Miller expressed her perspective of the draft by saying it is, "wrong, and it's immoral ... our mothers, sisters, wives, and daughters should not be part of this draft." My argument against that is how about the fathers, brothers, husbands, and sons? Do they deserve the treatment of war more than women because of their position in the family? Personally, I don't think so.

In my opinion, even after reading the article, I believe that women should be able to register, the same way that men are required to do. I personally would never want to join the army because I could never do anything that would harm, let alone kill, another person. However, if that means that it is equal, then I am all for that.

This can relate to our TE101 and TE102 classes when talking about how people should not be restricted on something just because of a characteristic they cannot control, such as sex.

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Michigan State sent out a new mandate for the Coronavirus on March 3rd, 2022. On that mandate, it was instructed that students and faculty of Michigan State would wear masks in teaching environments; however, in other places, such as dorm buildings, masks aren't mandated.

I am personally shocked that this was stated right before spring break. I don't like wearing masks, they are extremely irritating for the face, and with my lightheaded medical condition it doesn't help either, so I am happy that the mandates are going this direction. With that being said, I would think that the rules should be more strict because a large number of Michigan State students traveled to places, such as Florida. With the travel, it might increase the number of cases.

I am worried that this mandate will increase the amount of Coronavirus cases at Michigan State because there could be the possibility of going back to online classes, which would be extremely inconvenient for students. I want to be able to enjoy my classes, see my professor and classmates. I want to be able to remember to information that I learn in class, and not get distracted by things in my dorm room.

Throughout TE102 we come across problems that don't have easy solutions, such as redlining. I am not saying this has anything to do with redlining, but the solution is very hard to finalize. Each solution that Michigan State could create would have its own consequences, it really depends which consequences we could work through.

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Updated March 3, 2022

To slow the spread of COVID-19, Michigan State University is directing everyone to take personal responsibility to protect their own health and safety, as well as the health and safety of MSU faculty, staff, students, visitors and loved ones.

Face Coverings

Face coverings are a key public health measure and can help protect others by reducing exposure if someone is infected with COVID-19.

Face coverings must be worn by everyone indoors on property owned or controlled by MSU in instructional settings (including in all classrooms, academic labs and research spaces) during course instruction and research activities. If you have a medical condition that may prevent you from safely wearing a face covering, you should contact MSU's Resource Center for Persons with Disabilities to begin the accommodation process.

Exceptions to the requirement for face coverings will be limited. For example:

1. you are in a private, single-occupancy research space with a closed door and can reasonably expect other individuals not to enter

2. you are eating or drinking;

3. you are receiving a medical or personal care service for which removal of the face covering is necessary; or

4. you are younger than 2 years old.

Face coverings are not required outdoors while you are on property owned or governed by MSU.

Face coverings should:

1. as a best practice, have two or more layers of washable, breathable fabric,

2. fit snugly against the side of your face and do not have gaps,

3. completely cover your nose and mouth,

4. be secured with ties or ear loops, and

5. allow for breathing without restriction.

Face coverings should only be worn for one day at a time, and they must be properly hand washed or laundered with soap/detergent before subsequent use. Face coverings may vary.

The following do not constitute face coverings for purposes of these Directives: face coverings with exhalation valves, vents, or other openings; face shields only (without face covering); or face coverings with thin fabric that does not block light.

Mandatory COVID-19 Vaccine

All faculty, staff, and students are required to be fully vaccinated or have an approved exemption. FDA-authorized, FDA-approved, and WHO-approved vaccines will meet MSU's vaccine requirement. Additionally, faculty, students, and staff must receive an approved COVID-19 vaccine booster as soon as they are eligible to do so.

In the interest of the health and safety of the entire MSU community, exemptions to the vaccine requirement will be limited. The exemptions are:

1. Religious exemptions. Persons requesting an exemption due to a sincerely held religious belief that precludes them from receiving the COVID-19 vaccine may submit a request for a religious exemption. A religious exemption is not the same as a philosophical, moral, or conscientious exemption.

2. Medical exemptions. Persons requesting an exemption due to a medical condition that precludes them from receiving the COVID-19 vaccine may submit a request for a medical exemption. Documentation from a medical provider is required. The exemption will be provided only for CDC-recognized contraindications and for individuals with disabilities under the ADA.

Faculty, staff, and students can request an exemption for religious or medical reasons using the vaccine verification process. Requests for exemptions will be reviewed by the Review Committee, or other designated MSU personnel, and the Review Committee will inform the person whether their request for an exemption is approved or denied. Those who have an exemption request denied can file an appeal.

Faculty, staff, and students with approved exemptions for religious or medical reasons will be required to participate in the Early Detection Program and quarantine if exposed to someone who has tested positive for COVID-19.

Additionally, students who are only taking online courses and will not be on property owned or governed by MSU for any reason during the semester will be exempt from MSU's Mandatory COVID-19 Vaccine Directive. These students can request an exemption using the vaccine verification form.

Self-Monitoring

Symptoms may appear after exposure to the virus. Using whichever tools and processes are made available by the university, pay attention for the appearance of possible flu-like symptoms, including:

Fever or chills

Cough

Shortness of breath or difficulty breathing

Fatigue

Muscle or body aches

Headache

New loss of taste or smell

Sore throat

Congestion or runny nose

Nausea or vomiting

Diarrhea

This list may not include all possible symptoms. Public health officials, including the CDC, will continue to update the list as they learn more about COVID-19. If you begin exhibiting symptoms, stay home and contact the MSU Triage Line at 855-958-2678 and your personal health care provider.

Exposure to COVID-19

The best way to prevent illness is to avoid being exposed to the virus. If you test positive for COVID-19, you must isolate yourself, whether you are vaccinated or not. Isolation space for on-campus students is being provided. Students should contact MSU's COVID-19 hotline at 855-958-2678 or contact their health care provider. Faculty and staff should contact their primary care physician.

Close contacts who have been fully vaccinated and have been free of COVID-19 symptoms since their exposure will be asked to monitor for symptoms for at least five days.

Close contacts who have not been fully vaccinated will be required to quarantine for five days after their last contact with an infected person. Quarantine requires that a person stays home, checks their temperature twice a day, and monitors for symptoms consistent with COVID-19. They should contact the MSU COVID Triage Line if symptoms consistent with COVID-19 develop.

Students experiencing COVID-19 symptoms can request a medical appointment at Olin Health Center, where a Student Health Services provider will administer a COVID-19 test if medically needed. Asymptomatic students and employees should use the Early Detection Program, and symptomatic students and employees should use the Spartan Stadium testing site for a PCR test.

You may also get tested using the State of Michigan Coronavirus Testing Hotline. Call (888) 535-6136 from 8 a.m. to 5 p.m., Monday through Friday, and press 1 to be connected to an operator who can help you find a nearby location and schedule an appointment. Or, visit Michigan.gov/CoronavirusTest to find locations near you. There are many locations where you can get tested at no cost.

Adherence to Public Health Guidance and Cooperation with Public Health Authorities

For the protection of the entire community, MSU expects all faculty, staff, and students to follow all applicable state and public health guidance and cooperate with public health authorities, including, but not limited to, participating in contact tracing efforts.

Adherence to Signage and Instructions

To protect yourself and others, faculty, staff, and students must (a) look for instructional signs posted by MSU or public health authorities, (b) observe instructions from MSU or public health authorities that are emailed to your "msu.edu" account, and (c) follow those instructions.

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Updated March 3, 2022 To slow the spread of COVID-19, Michigan State University is directing everyone to take personal responsibility to protect their own health and safety, as well as the health and safety of MSU faculty, staff, students, visitors and loved ones.

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My observations how racial divide during my Spring Break trip. 

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My observations how racial divide during my Spring Break trip. 

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I am fortunate enough for my family to have a rental house in Santa Rosa Beach in a small town called Seaside. Fun fact, that is the exact location that the movie The Truman Show was filmed. When my friends and I were there for Spring Break, I observed that there was mostly white citizens that there in general. I gained this perspective when thinking about what to write for my next weekly encounter, which opened my eyes to my childhood summer location.

Because of my curiosity, I decided to research if the racial divide was throughout the year or if the people renting the houses were just white citizens during this time. When looking at the website above, I was in complete shock, seeing that the population is 90.9% white and that the next race on the chart was Hispanic/ Latino with only 6.6%. A complete divide between races.

I do wonder why this is, could it be because of the history of redlining? Could it be based off the average household income of a resident being $83,451 compared to the average American household income being $62,843? Could it be other reasons?

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Santa Rosa Beach, FL - 32459 - Demographics and Population Statistics - NeighborhoodScout

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Full demographic report of Santa Rosa Beach, FL 32459 population including education levels, household income, job market, ethnic makeup, and languages.

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Why are the commercials for the Olympics and the special Olympics so different? 

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Why are the commercials for the Olympics and the special Olympics so different? 

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I do love that a big corporation is spreading awareness to the Special Olympics! I believe that the events deserve the attention that Jersey Mike's is giving them. However, I personally do not like how they made this commercial. If you compare the music, the lighting, and the message of the Winter Olympics to the Special Olympics, you can see a drastic difference.

It is clear that the Special Olympics has more inspiring music for the music choice. A little calmer, more instrumental, and the lyrics express, "this little light of mine, I'm going to let it shine," which pulls on the heartstrings of the audience. This music, for me, doesn't correlate with wanting to participate in sports. Then, the Winter Olympics commercial has dramatic music that would make the audience feel excited about the Olympics. This music makes me have an adrenaline rush and want to be active.

The lighting in the Special Olympics has a larger contrast compared to the Winter Olympics. The Special Olympics has a darker tone while the Winter Olympics is focused on the snow contrasting against the dinosaurs and the athletes.

I believe that the message for the Special Olympics is to inspire people instead of having the message of excitement about playing sports. Within TE101, we discussed what inspiration porn is, and I believe that this is a prime example. I don't know if that was their intention, but the message of, "since they can do it I can" or "that's amazing that people with disabilities can play sports" is portrayed.

Of course, it is amazing that there is an organization that would allow people with disabilities to have a platform for sports. But the messages shouldn't be based on people with disabilities looking lesser than because they are not.

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This is the commercial for the Special Olympics 

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This is the commercial for the Special Olympics 

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This is the main commercial that I am discussing.

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This is the commercial that I will compare the Special Olympic commercial to, I wanted to make sure that I had evidence to prove my point.

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Jurassic World Dominion x NBC Olympics Spot

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Why is America having significantly more issues with abortion than other countries around the world?

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Why is America having significantly more issues with abortion than other countries around the world?

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I like to discuss things that others could be scared to talk about with people I am close to. This could be how to deal with a specific issue that is going on in America, news occurring in other countries or controversial food choices. However, one of the main conversations that continue to be brought up is abortion, and how that single conversation is dividing the country.

I would like to clearly say that this article will be based on my true opinion on the matter. I understand that other people have different opinions, and I respect that. So, this isn't trying to spread false information about such a sore topic. I personally want to get my thoughts out there about this, people can disagree if they choose to do so and that's perfectly okay.

When looking on this website, you can see that there is still division in the conservation about, "should abortion be legal or illegal?" States such as Illinois, Maryland, California, and New Mexico have little to no restrictions when it comes to abortion. Then, states such as Wyoming, South Carolina, Wisconsin, and Mississippi have much stricter restrictions on abortion. These restrictions include insurance restrictions, the 20-week abortion ban, required parental involvement, and waiting periods. The waiting periods are also depended on what the state feels is appropriate, and from the website, it could be 24 hours to 72 hours of waiting before they can perform an abortion.

With all of this said, it is known that abortion isn't the only thing that occurs in America. Every country could have a form of abortion; however, do you see them discuss this topic as much as America? I don't think so. I do believe that this topic should be talked about; however, the conversation within the political stance has continued to go in circles, and nothing has been really done as a country. Everyone has their own opinions on the matter, and I won't say mine as I am writing this, but I believe that this should be solved so our nation could prevent division.

I believe that this relates to the topics of TE101 and TE102 by looking at different perspectives, and seeing how it correlates with the cycle of socialization. I believe that our nation has gone through the beginning phase, the first socialization, the institutions and cultural socialization phase, enforcements, and the results phase. However, when it comes to either going to the action phase where you, "do nothing", "don't make waves" or "promote status quo" (all said on the actual cycle of socialization diagram), or you go into the direction for change. That is the direction on the cycle of socialization where our nation should go, but it is struggling.

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Abortion is legal in the U.S. thanks to Roe v. Wade--but abortion laws and restrictions vary by state. Select your state to see its current abortion laws and how access to abortion would change if Roe v. Wade were overturned.

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Where is Abortion Illegal? | Abortion Limits by State

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Abortion is legal in the U.S. thanks to Roe v. Wade--but abortion laws and restrictions vary by state. Select your state to see its current abortion laws and how access to abortion would change if Roe v. Wade were overturned.

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Is it all based on the students' grade point averages and standardized test scores? Or is there something else that students are missing?

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Is it all based on the students' grade point averages and standardized test scores? Or is there something else that students are missing?

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Before writing this, I would like to say that I am a white, American, female who was accepted into Michigan State. I am writing about this topic solely based on my observations and the article listed above.

For a large amount of time, it has been shown to the public that SAT/ACT scores, a good GPA, and other academic factors aren't the only thing that allows people to get into college. This article discusses how privilege bias gives families from lower-class areas a disadvantage when being accepted into colleges. A statistic that truly caught my eye was, "...a report by the Equality of Opportunity Project, which examined 5300 U.S. postsecondary institutions, showed that enrollment at 38 colleges in America was comprised of more students from the Top 1% than from the bottom 60%." That shows that there are many schools that take wealth and power that the family might uphold more than the actual intelligence of the student or what they say they look for in a student.

How can this be avoided? Why wouldn't college be looking for wealth more than intelligence? How can we make sure that everyone has an equal chance of getting into college? All of these questions might not be able to be answered for a long period of time, but hopefully, they are able to in my lifetime. I want to make sure that my children and all children get the chance to get into the colleges they strive to learn at without worrying about factors they can't control.

I believe that this can be related to TE101 and TE102 by looking at the articles or other sources from class and how people are judged for factors they can't control, such as race, social class, gender, and sexuality.

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The recent "pay-for-play" college admissions scandal involving affluent and celebrity parents has sparked a national discussion about the influence of privilege on college acceptance and the persistent disparities in access to education. Some are calling it the largest college admissions scandal to take place in America. Over a dozen parents are accused of paying millions of dollars in bribes to help their children gain admittance into highly selective colleges. The scandal also exposed the widespread practice of wealthy parents hiring consultants to give their children a competitive edge, which is an ethical gray area to be sure.

The admissions scandal has exposed the hidden "privilege bias" in education that clearly favors affluent families. It also has re-opened the debate over the myriad ways that economically disadvantaged and minoritized families lose access to higher education.

The fallout to the admissions scandal comes at a time when programs designed to improve access to higher education are under attack. Opponents of affirmative action, first-generation college programs, differential admissions profiles and other diversity efforts argue that providing any type of preferential treatment violate principles of merit by allowing "unqualified" students to gain an admissions advantage. Such practices, they contend, weaken the use of merit-based criterion for college admissions and provide an uneven playing field for students. Yet, it should be obvious from the pay-for-play practices exposed in the admissions scandal that the playing field continues to be far from level for those from less affluent backgrounds.

There is ample evidence that a change in thinking is required. An article by the Brookings Institute in response to the admissions scandal refutes claims that traditional efforts to increase diversity and access to college produces a "flood of unmerited students." In fact, a report by the Equality of Opportunity Project, which examined 5,300 U.S. postsecondary institutions, showed that enrollment at 38 colleges in America was comprised of more students from the Top 1% than from the bottom 60%.

For low-income, high-achieving students, economic barriers to higher education are hard to overcome, as a report from the Jack Kent Cooke Foundation outlines. Even for those admitted to college, my own research shows that there are persistent implicit biases that work against these students. For example, students are often erroneously assumed to have received preferential treatment even in situations in which there is no institutional policy or process that considers these factors for admissions.

Clearly, it's time for us to ask some hard questions. First, does the use of professional college consultants in its own right represent an unfair bias within college admissions? Current trends show that the use of private consultants has increased from 2,000 to 5,000 cases in recent years, and about 26% of students who scored in the 70th percentile or higher on the SAT received private college consulting help in some form. Colleges and universities may need to examine the role that these consultants play and whether their use warrants some type of disclosure statement within the application process in order to prevent undue bias based on income.

Second, does the ongoing debate over the specific process used in college admissions suggest the need for significant changes to create a more bias-free process? For example, one argument is that since there are more candidates than available openings at many colleges and universities, a neutral process such as an admissions lottery should be adopted in order to eliminate bias and reduce unethical behavior. Supporters of this approach explain the process as follows: Admissions officers would reduce their number of applicants to a smaller pool of qualified contenders and from there select the final admitted students through an open lottery.

Others argue for a change in criteria that moves away from the use of standardized tests, which have long been argued to have embedded biases based on income, gender, race and geographic location (e.g., urban versus rural). In fact, Inside Higher Education reports that a number of colleges are ending requirements for applicants to submit their SAT or ACT test scores. Bates and Bowdoinwere early adopters of a test-optional criterion in admissions, and data shows that these schools achieved greater diversity and kept their graduation rates about the same, according to a report provided by the National Association for College Admission Counseling.

Another proposal is to limit "admission by exception," which would restrict legacy admits and require private admissions counselors to register with states.

Some of these corrective measures are already under consideration and are important steps. However, the diversity challenge is not just about getting more diversity into college, it is about getting more diverse students through college. Students from diverse background face steep obstacles that would be unheard of for their more privileged peers. Challenges include having fewer resources for college expenses (e.g., housing, study abroad) and higher rates of food insecurity and homelessness. These students often struggle with paying for the costs of education, take longer to graduate, and are hampered by student debt.

Rising levels of student debt are a critical challenge for achieving diversity in higher education. Roger Ferguson, the CEO of TIAA, has stated that an alarming number of students leave school without a degree and lack sufficient earning power as a result. Consequently, students default on their loans. Other students do complete their degrees and work to pay off their student debt, but because they're doing that, they delay contributing to retirement. Thus, for many low-income, minoritized, millennial students, student-debt payments are rapidly becoming a substitute for saving for retirement.

Achieving diversity in higher education must include multiple, systematic strategies to reduce student debt. It will necessitate improvements in advising, greater attention by administrators to graduation rates, efforts to limit program costs to students and programs to develop financial literacy among college students. In addition, reallocating funding to increase need-based financial aid is especially important for economically disadvantaged students receiving federal Pell grants. For example, the University of Pittsburgh recently announced that it will begin matching federal Pell Grants dollar for dollar as part of its effort to address issues of access, affordability and rising student debt.

There is no magic bullet to alleviate the effects of persistent and complex challenges related to equity in college admissions. Ironically, the recent admissions scandal may produce the long-term benefit of challenging us to re-address the persistent barriers to educational opportunities that are often stymied by divisive debates about selectivity and merit. If we fail to address the educational needs of our next generation of teachers, nurses, lawyers, business leaders, social workers, parents and citizens, then we will fail in ways that will far outlast the scandal that currently dominates the headlines.

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The 'Privilege Bias' And Diversity Challenges In College Admissions

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The recent "pay-for-play" college admissions scandal involving affluent and celebrity parents has sparked a national discussion about the influence of privilege on college acceptance and the persistent disparities in access to education. Some are calling it the largest college admissions scandal to take place in America.

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Florida's governor signs controversial law opponents dubbed 'Don't Say Gay'

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Who is this law protecting? Who are the hurting? What is the aftermath of this whole process? 

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Who is this law protecting? Who are the hurting? What is the aftermath of this whole process? 

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I personally heard about the “Parental Rights in Education Bill” when we had 'Family Time' during one of our classes. As the conversation continued, I was able to gather information about the bill, which led me to research more about the specifics. I had so many questions that I wanted answered.

What is this law attempting to do for the Florida education system? What purpose does this law have on the younger population? Is this law restricting children's learning, or covering them from potential knowledge they won't learn until after elementary school? All of these questions, and more, had me think about the new law in a different perspective.

When talking about the law itself, I don't believe I want to share my opinion about how it would impact me. I am writing about this to see how this would positively or negatively impact the students within the Floridan school systems. I also would want to express both opinions equally, regardless of how it would relate to my opinion. I was able to see both perspectives from my research. All of the quotes will be taken from the website above.

One perspective, which was in support of the law, suggests that these topics of sexual orientation and gender identity made be seen as inappropriate for younger audiences. It is demonstrated by the politicians creating this law believe that this bill would, “allow parent to determine when and in what way to introduce LGBTQ topics to their children”. Also, a large argument in support of the bill was to have parents be notified when their child is using any services provided by the school, which could allow parents to have, “the chance to deny those services on behalf of their children.” These quotes are basically stating that all of the learning based off of gender identity and sexual orientation would need to be discussed with the parents of the students from the school. I see that as their major priority, that the parents remain happy with the curriculum of their children.

The other perspective, which was against the law, suggests that topics such as gender identity and sexual orientation should not be taken away from the student curriculum. The Trevor Project, which is an organization that strongly correlates to the LGBTQ community describes this law as removing, “LGBTQ identity, history, and culture- as well as LGBTQ students themselves.” Throughout the article seen above, it continuously states how this bill would be much more harmful to the students apart of the LGBTQ community rather than help them. By restricting the resources given to the students when they need them due to parental consent, it could lead to a more rapid decrease in health and/or suicide rates among the community. In the article, the Trevor Project states, “When those (meaning the LGBTQ) kids are given access to spaces that affirms their gender identity, they report lower rates of suicide attempts…” which doesn’t help the bill’s case when it comes to restricting that support.

When looking at both opinions about this bill, you can relate it back to what we learn in TE101 and TE102 when it comes to division due to difference in opinion. It could be said that this also relates to the cycle of socialization in the way that it is providing a change due to other changes that have been occurring for many years when it comes to the LGBTQ community. I am not saying that those changes with this bill is causing change for the better; however, change can also be seen as a bad thing that occurs in society.

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Public school teachers in Florida are banned from holding classroom instruction about sexual orientation or gender identity after Florida's Gov. Ron DeSantis, a Republican, signed the controversial "Parental Rights in Education" bill.

The bill, which some opponents have called "Don't Say Gay," was signed by DeSantis on Monday. It reads, "Classroom instruction by school personnel or third parties on sexual orientation or gender identity may not occur in kindergarten through grade 3 or in a manner that is not age-appropriate or developmentally appropriate for students in accordance with state standards."

Supporters of the legislation say it's meant to allow parents to determine when and in what way to introduce LGBTQ topics to their children. It also gives parents an option to sue a school district if the policy is violated.

During a press conference ahead of signing the law, DeSantis said teaching kindergarten-aged kids that "they can be whatever they want to be" was "inappropriate" for children.

He said, "It's not something that's appropriate for any place, but especially not in Florida."

The "Don't Say Gay" moniker comes from critics of the measure who blast this idea and insist this policy will hurt LGBTQ children.

DeSantis and other supporters gathered for the bill signing called this messaging "sloganeering" and referred to efforts to educate students about LGBTQ issues as part of "woke gender ideology."

DeSantis remains defiant in the face of criticism

Studies have shown that LGBTQ youth already face higher health and suicide risks than their cisgender or straight peers. When those kids are given access to spaces that affirm their gender identity, they report lower rates of suicide attempts, according to The Trevor Project.

The Trevor Project condemned the signing of the bill saying the bill erases "LGBTQ identity, history, and culture - as well as LGBTQ students themselves."

The group also critiqued the policy's parental notification requirements. The law requires parents to be the first to be notified of any health or support services offered to their kids in school and allows them the chance to deny those services on behalf of their children.

The Trevor Project says these provisions, "appear to undermine LGBTQ support in schools and include vague parental notification requirements, which could effectively require teachers to 'out' LGBTQ students to their legal guardians without their consent, regardless of whether they are supportive."

Amit Paley, CEO & Executive Director of The Trevor Project, said in a statement that, "While I am saddened to see this harmful bill signed into law, I am inspired by the outpouring of support for LGBTQ students we have seen from parents, teachers, celebrities, and their peers. Social support is vital for suicide prevention, and I want to remind LGBTQ youth in Florida and across the country that you are not alone."

Leading up to the bill's signing, critics, which include The Walt Disney Company, lambasted Florida lawmakers for the legislation.

On Monday, a spokesperson said in a statement that the company hopes the law is repealed or struck down in court.

"Florida's HB 1557, also known as the 'Don't Say Gay' bill, should never have passed and should never have been signed into law," the statement read. "Our goal as a company is for this law to be repealed by the legislature or struck down in the courts, and we remain committed to supporting the national and state organizations working to achieve that."

But DeSantis was defiant in the face of critics, "I don't care what Hollywood says. I don't care what big corporations say. Here I stand. I am not backing down." The law takes effect July 1.

The legislation was also the target of jokes at Sunday night's Academy Awards ceremony.

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Florida's governor signs controversial law opponents dubbed 'Don't Say Gay'

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The law says public school teachers may not instruct on sexual orientation or gender identity in grades kindergarten through third grade.