Freedom Of Expression Essays and Research Papers

Instructions for Freedom Of Expression College Essay Examples

Title: What is the impact of art in society How does unlimited freedom of expression further the goals of society

  • Total Pages: 4
  • Words: 1098
  • Sources:0
  • Citation Style: APA
  • Document Type: Essay
Essay Instructions: Through research, provide an example of a society/country where freedom of expression is limited or repressed. Analyze the relevance of of art in society by comparing this country to another (such as the US) where the freedom of expression is a right of all individuals. What is the impact of art in society? How does unlimited freedom of expression further the goals of society? Explore these and any other questions that may arise during your research. Please document your research according to MLA standards (see Webliography and Doc Sharing for resources).

Requirements:

This paper must be no less than four double spaced pages in length (not including the works cited page) and employ no fewer than three sources of academic quality. Sources must be cited and documented using MLA style. Please see the Doc Sharing and Webliography for MLA resources and post any questions you may have in the weekly Q&A.

Structure- the paper should contain an introduction with a clear thesis statement, body and conclusion. The thesis statement should boldly state the intent of the paper and each point of the body should support the thesis.
Research and Analysis- Provide at least three academic resources that support your thesis. Your paper should not just simply paraphrase or quote your research. You should provide a complete analysis that reflects both the depth of the topic and your level of study.
Source Documentation- Use MLA format for citing resources in your text as well as putting together your works cited page. (For additional resources on MLA see the webliography.)
Grammar- it is a matter of course that all papers should observe the rules of grammar and structure

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Sources:

American Civil Liberties Union Web page [Online] at http://archive.aclu.org/library/pbp10.html

World Tibet Network News: EU hits China for Human rights abuses at U.N. talks (2003) [Online] located at http://www.tibet.ca/en/wtnarchive/2003/4/1_2.htm

Existing Humanitarian Law (2004) Human Rights watch [Online] located at http://www.chron.com/cs/CDA/ssistory.mpl/world/2940661.

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Title: freedom of expression

  • Total Pages: 4
  • Words: 1552
  • References:0
  • Citation Style: MLA
  • Document Type: Research Paper
Essay Instructions: The topic is freedom of expression. I need a introduction
page introducing the pros and cons of this topic for the
following countries : the US, Kenya, the Republic of
South Africa. I also need a close analysis of the folowing
cases Texas v Johnson, RAV v. St Paul, Reno v ACLU.
I will fax over a copy of the professor requirements as
well as part of the paper this information we go with.

There are faxes for this order.

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References:

Bibliography

1. Article 19

http://www.article19.org/

2. South African Constitution

http://www.polity.org.za/html/govdocs/constitution/saconst02.html#16

3. ACLU vs. Reno

http://archive.aclu.org/issues/cyber/trial/appeal.html

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Title: essay

  • Total Pages: 2
  • Words: 615
  • Works Cited:0
  • Citation Style: APA
  • Document Type: Essay
Essay Instructions: Analysis and Evaluation
Speech Codes ( 10070 Bytes )

The "Target":
You will analyze and evaluate the attached article on Speech Codes. [See the link above or the one below.]

http://cvc.blackboard.com/courses/1/ELCC021PHIL5/content/_96738_1/Speech_Codes.htm

Length:
3-5 pages, double-spaced, in Word or Text Format

Submission:
Via an attacnment to an email

Guidelines:

Utilize the scheme in Chapter 13 of the text.

Combine Steps 3 and 4 [AND BE BRIEF!!!]

And...have fun!

On Freedom of Expression and Campus Speech Codes
Freedom of thought and expression is essential to any institution of higher learning. Universities and colleges exist not only to transmit existing knowledge. Equally, they interpret, explore, and expand that knowledge by testing the old and proposing the new.
This mission guides learning outside the classroom quite as much as in class, and often inspires vigorous debate on those social, economic, and political issues that arouse the strongest passions. In the process, views will be expressed that may seem to many wrong, distasteful, or offensive. Such is the nature of freedom to sift and winnow ideas.

On a campus that is free and open, no idea can be banned or forbidden. No viewpoint or message may be deemed so hateful or disturbing that it may not be expressed.

Universities and colleges are also communities, often of a residential character. Most campuses have recently sought to become more diverse, and more reflective of the larger community, by attracting students, faculty, and staff from groups that were historically excluded or underrepresented. Such gains as they have made are recent, modest, and tenuous. The campus climate can profoundly affect an institution''s continued diversity. Hostility or intolerance to persons who differ from the majority (especially if seemingly condoned by the institution) may undermine the confidence of new members of the community. Civility is always fragile and can easily be destroyed.

In response to verbal assaults and use of hateful language some campuses have felt it necessary to forbid the expression of racist, sexist, homophobic, or ethnically demeaning speech, along with conduct or behavior that harasses. Several reasons are offered in support of banning such expression. Individuals and groups that have been victims of such expression feel an understandable outrage. They claim that the academic progress of minority and majority alike may suffer if fears, tensions, and conflicts spawned by slurs and insults create an environment inimical to learning. These arguments, grounded in the need to foster an atmosphere respectful of and welcome to all persons, strike a deeply responsive chord in the academy. But, while we can acknowledge both the weight of these concerns and the thoughtfulness of those persuaded of the need for regulation, rules that ban or punish speech based upon its content cannot be justified. An institution of higher learning fails to fulfill its mission if it asserts the power to proscribe ideas -- and racial or ethnic slurs, sexist epithets, or homophobic insults almost always express ideas, however repugnant. Indeed, by proscribing any ideas, a university sets an example that profoundly disserves its academic mission. Some may seek to defend a distinction between the regulation of the content of speech and the regulation of the manner (or style) of speech. We find this distinction untenable in practice because offensive style or opprobrious phrases may in fact have been chosen precisely for their expressive power. As the United States Supreme Court has said in the course of rejecting criminal sanctions for offensive words: W ords are often chosen as much for their emotive as their cognitive force. We cannot sanction the view that the Constitution, while solicitous of the cognitive content of individual speech, has little or no regard for that emotive function which, practically speaking, may often be the more important element of the overall message sought to be communicated. The line between substance and style is thus too uncertain to sustain the pressure that will inevitably be brought to bear upon disciplinary rules that attempt to regulate speech. Proponents of speech codes sometimes reply that the value of emotive language of this type is of such a low order that, on balance, suppression is justified by the harm suffered by those who are directly affected, and by the general damage done to the learning environment. Yet a college or university sets a perilous course if it seeks to differentiate between high-value and low-value speech, or to choose which groups are to be protected by curbing the speech of others. A speech code unavoidably implies an institutional competence to distinguish permissible expression of hateful thought from what is proscribed as thoughtless hate. Institutions would also have to justify shielding some, but not other, targets of offensive language -- not to political preference, to religious but not to philosophical creed, or perhaps even to some but not to other religious affiliations. Starting down this path creates an even greater risk that groups not originally protected may later demand similar solicitude -- demands the institution that began the process of banning some speech is ill equipped to resist.

Distinctions of this type are neither practicable nor principled; their very fragility underscores why institutions devoted to freedom of thought and expression ought not adopt an institutionalized coercion of silence.

Moreover, banning speech often avoids consideration of means more compatible with the mission of an academic institution by which to deal with incivility, intolerance, offensive speech, and harassing behavior:


Institutions should adopt and invoke a range of measures that penalize conduct and behavior, rather than speech, such as rules against defacing property, physical intimidation or harassment, or disruption of campus activities. All members of the campus community should be made aware of such rules, and administrators should be ready to use them in preference to speech-directed sanctions.

Colleges and universities should stress the means they use best -- to educate -- including the development of courses and other curricular and co-curricular experiences designed to increase student understanding and to deter offensive or intolerant speech or conduct. Such institutions should, of course, be free (indeed encouraged) to condemn manifestations of intolerance and discrimination, whether physical or verbal.

The governing board and the administration have a special duty not only to set an outstanding example of tolerance, but also to challenge boldly and condemn immediately serious breaches of civility.

Members of the faculty, too, have a major role; their voices may be critical in condemning intolerance, and their actions may set examples for understanding, making clear to their students that civility and tolerance are hallmarks of educated men and women.

Student personnel administrators have in some ways the most demanding role of all, for hate speech occurs most often in dormitories, locker-rooms, cafeterias, and student centers. Persons who guide this part of campus life should set high standards of their own for tolerance and should make unmistakably clear the harm that uncivil or intolerant speech inflicts.

To some persons who support speech codes, measures like these -- relying as they do on suasion rather than sanctions -- may seem inadequate. But freedom of expression requires toleration of "ideas we hate," as Justice Holmes put it. The underlying principle does not change because the demand is to silence a hateful speaker, or because it comes from within the academy. Free speech is not simply an aspect of the educational enterprise to be weighed against other desirable ends. It is the very precondition of the academic enterprise itself.

read the essay and evaluated. thank you

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Title: Humanities

  • Total Pages: 4
  • Words: 1185
  • Bibliography:0
  • Citation Style: MLA
  • Document Type: Research Paper
Essay Instructions: Through research, provide an example of a society/country where freedom of expression is limited or repressed. Analyze the relevance of of art in society by comparing this country to another (such as the US) where the freedom of expression is a right of all individuals. What is the impact of art in society? How does unlimited freedom of expression further the goals of society?

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Bibliography:

REFERENCES

1) MaJian, China is putting '1984' to shame, Saturday, May 21, 2005,-Page 8 accessed online 9th June 2005: http://www.taipeitimes.com/News/edit/archives/2005/05/21/2003256040

2) 'China Suppresses Free speech', 20/05/2005, News24.com (accessed online 9th June 2005) http://www.news24.com/News24/World/News/0,,2-10-1462_1708175,00.html

3) ALA v. Pataki. Text found online 9th June 2005: http://www.loundy.com/CASES/ALA_v_Pataki.html

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