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High Schoolers Still Like Their Guns, Even After Parkland
12/12/2018 High schoolers still like their guns, even after Parkland Saving Money High schoolers still like their guns, even after Parkland USA TODAY NETWORK Sean Rossman, USA TODAY Published 10:38 a.m. ET March 23, 2018 | Updated 10:52 a.m. ET March 23, 2018 They’re young, fierce and — at least for the moment — the most prominent voices in America’s debate over guns. But not all members of “Generation Columbine (/story/news/2018/02/22/generationcolumbinehasnever knownworldwithoutschoolshootings/361656002/)” cling to the rhetoric making household names out of some of their peers, those students calling for tighter gun control after the deadly Feb. 14 shooting at Marjory Stoneman Douglas High School in Parkland, Fla. (Photo: MICHAEL REYNOLDS, EPAEFE) Many American high schoolers do not blame school shootings on guns and don't argue the answer is tighter restrictions on firearms. It's a view at odds with many of their classmates, yet born from the same safety concerns. “There’s many things that go into a solution for this, and it’s not guns,” said Melanie Clark, an 18yearold high school senior from Tallahassee. “We’re definitely in the minority for believing that it’s not guns.” As guncontrol advocates their age gain popularity and others cast their generation as antifirearm, progun students feel at times overlooked. But polling suggests young people aren’t overwhelmingly for gun control. Family members embrace following the Feb. 14 shooting at Marjory Stoneman Douglas High School, in Parkland, Fla. -
Advancing Technology and the Changing Conception of Human Rights
DUHART AND FRIEDLAND 2/11/2020 2:13 PM ADVANCING TECHNOLOGY AND THE CHANGING CONCEPTION OF HUMAN RIGHTS Olympia Duhart* and Steven I. Friedland** TABLE OF CONTENTS I. INTRODUCTION .................................................................................... 332 II. BACKGROUND ON TECHNOLOGY AND HUMAN RIGHTS....................... 333 A. Human Rights .............................................................................. 334 B. Technology................................................................................... 334 III. ADVANCING TECHNOLOGIES AND OUR CONCEPTION OF HUMAN RIGHTS:EXPANSIONS .......................................................................... 336 A. The Parkland Shooting ................................................................ 337 1. Mobilization........................................................................... 338 2. Amplification......................................................................... 341 3. Globalization.......................................................................... 345 4. Sustainability ......................................................................... 347 B. Legislative Reform ....................................................................... 350 C. Costs of Technology-Based Activism ........................................... 354 This article was edited by the staff of Gonzaga Law Review. * Professor of Law, Nova Southeastern University Shepard Broad College of Law; former English teacher at Marjory Stoneman Douglas High School in Parkland, -
New Constitution Contains Big Changes
Y V. N. An All-American The Sou’wester R C College Newspaper M , New Constitution Contains Big Changes B J H ’ tors—an additional senator elected by dressed in Article IV. e primary dif- approval to the Senate.” EDITOR-IN-CHIEF each class. is brings the total count ference between the two is where they Ultimately, the umbrella style consti- up to 24. Due to the expected increase acquire their authority and the extent tution makes it more effi cient to alter e Rhodes Student Senate unani- in work load from the elimination of of their autonomy. As stated in Article bylaws to any governing body. mously adopted multiple large amend- the Allocations Board—originally com- IV, Section 1, “ e associated bodies e Executive Cabinet in the new- ments to its constitution on ursday, posed of 10 sophomores, juniors and shall derive their authority both from ly adopted constitution includes the March 15. e student body, through seniors elected by the entire student their own Constitutions and from this executives of all governing bodies and an online referendum, approved of body and two freshmen elected by their Rhodes Student Government Consti- associated bodies, as well as the stu- these changes on Monday, March 19. class—additional senators have been tution, and no one foundational doc- dent trustees. e cabinet will include a Major changes included the elimina- added to help alleviate that burden. ument shall be superior to the other.” secretary selected from among the stu- tion of the Allocations Board, the es- Once again, however, Mitchell’s letter Moreover, individuals wishing to run dent body and a treasurer of the Sen- tablishment of the Allocations/Student diff ers from the text of the constitution for RSG president must have attained ate who shall be appointed by the Vice Organization Senate Committee, the which makes no specifi c assignment as at least one term in any elected offi ce on President after being recommended by addition of four senators, the whole to the number of senators each academ- any governing body prior to running. -
Congressional Record—House H2242
H2242 CONGRESSIONAL RECORD — HOUSE February 27, 2019 military, I believe the need is clear and BACKGROUND CHECK BILL GUN VIOLENCE PREVENTION pressing, the law supports immediate (Mr. MICHAEL F. DOYLE of Penn- (Ms. SCHAKOWSKY asked and was action, and ample funding exists to ad- sylvania asked and was given permis- given permission to address the House dress this crisis. sion to address the House for 1 minute.) for 1 minute.) f Mr. MICHAEL F. DOYLE of Pennsyl- Ms. SCHAKOWSKY. Mr. Speaker, I vania. Mr. Speaker, more than 500 am so proud to stand here today as we b 1215 Pennsylvanians are murdered with work to pass gun violence prevention legislation. BACKGROUND CHECKS WORK guns each year, causing untold suf- fering and tearing our communities I would like to share a letter from a (Mrs. DAVIS of California asked and apart. Pennsylvanians are crying out fifth grader constituent of mine, Alex, was given permission to address the for commonsense legislation to stop from Northfield, Illinois, that perfectly House for 1 minute.) the bloodshed, legislation like H.R. 8, explains why we must pass H.R. 8 and Mrs. DAVIS of California. Mr. Speak- the bill before us today. H.R. 1112. Alex writes: ‘‘I don’t want to see in- er, today is a momentous day, one that Now, nobody thinks that universal nocent people dying for no reason. I makes me proud of this Chamber. After background checks would eliminate want all children to feel safe at school. years of inaction, Congress is moving gun violence, but the facts suggest that I want all adults to feel safe at work. -
Discussion Questions Parkland by Dave Cullen
Discussion Questions Parkland by Dave Cullen Source: UW-Madison and Madison Public Library, gobigread.wisc.edu/resources/book-discussions/ 1. Who do you think is the intended audience of Parkland, and why? How do you think the book would be different if it had been written by the students themselves, rather than a third party? 2. The conversation around media coverage of mass shootings starts with Columbine in 1999. By the Pulse Nightclub shooting in 2016, mass shootings had become common enough to take up much less media space. Media outlets would bring gun control issues into public discourse for 2 percent of their news stories for about 2 days (121). Despite this fact, media coverage of Parkland held steady at 2 percent for 2 months, with a peak at 4 percent 2 days after the shooting (121). How did March for Our Lives (MFOL) maintain media attention on gun control issues? How did social media interact with media coverage? What changed in media coverage throughout the immediate aftermath of the shooting, March for our Lives, School Walkouts, and #RoadtoChange Tour? 3. Within weeks of the shooting, plans for what would become the March for Our Lives began in earnest after smaller planned memorials and school walkouts proved to be well attended and impactful. How did the activists build upon the momentum created in these events to turn the March for Our Lives event into a movement? Why did they choose the events they did to make their statement? Why was this the first such organization to develop after a school shooting in the United States, despite the fact that school shootings are tragically common? 4.