Lincoln Law Review

Total Page:16

File Type:pdf, Size:1020Kb

Lincoln Law Review Lincoln Law Review Volume 43 Articles A Time to Change: A Proposal on a New Accredited Investor Standard…………………………………………………………………... Kyle Gaughan Never Refuse a Breath Mint: Change Implementation For Law Schools: An Insider’s Correlation Between Change Management Tools and How to Tailor Them to Meet the “New Normal”……………………………………………...…..………..David J. F. Lockard A Crucial Inadequacy of California’s Mandatory and Conciliation Provision and What Can be Done to Improve It…………………………………………………………….…Brandon Hamparzoomian Decision-Making During Interrogation: Towards a New Approach for Determining the Propensity of Deceptive Police Techniques to Produce False Confessions……………………………………...Sean Janda Bullying – It’s Not Just About the Children: An Overview to Why Current Policies are Ineffective and Suggestions to Evolve Beyond Schoolyard Solutions……..……………………………………Grainne Callan LINCOLN LAW SCHOOL OF SAN JOSE Volume 43 2015-2016 LINCOLN LAW REVIEW Published at Lincoln Law School of San Jose San Jose, California In publication since 1966 Address orders to: Lincoln Law Review Attn: Subscriptions 384 S Second St San Jose, CA 95113 Or order by email: [email protected] Pursuant to a seventy-five year tradition and to the injunction of Title IX, Part 86 of the Educational Amendments of 1972, Publ. L. 92-318, and other Civil Rights legislation, Lincoln Law School of San Jose does not discriminate on the basis of sex, race, creed, color, age, or national and ethnic origin in reference to its educational programs and activities, employment therein, or admission thereto. Inquiries concerning the Lincoln Law School of San Jose’s application to Title IX may be addressed to Lincoln Law School of San Jose, 384 S Second St, San Jose, CA 95113. © 2016 Lincoln Law School of San Jose NOTICE TO AUTHORS: Lincoln Law Review accepts submissions of Law Review articles on all topics of concern and interest to the legal community. The general format for presentation of articles is best provided by an examination of an issue of the Law Review. Footnotes and other citations should follow the style exemplified in the Harvard Law Review Association’s A Uniform System of Citation (“The Bluebook”). The general writing style for presentation of articles is provided by the guidelines in The Redbook: A Manual on Legal Style by Bryan A. Garner, Editor-in-Chief of Black’s Law Dictionary. Manuscripts should either be typed or computer printed on one side of 8½ x 11 inch paper, or submitted in electronic format. For typed manuscripts, footnotes should be listed after the body of the manuscript and not within the article. Articles for which a copy can be provided in electronic format via email in a major word processing program should have the footnotes within the body of the text. The complete title of the article, the author’s name, and complete address should be typed on a separate sheet, which should be prepared as the first page of the manuscript. Authors must keep the Law Review informed of their latest address and phone number. The second page should contain a short autobiographical statement. Except under unusual circumstances, it is the policy of the Law Review not to publish articles that have appeared or are to appear in any other publications. Authors must immediately inform the Law Review if their articles have been accepted by another publication. All manuscripts should be submitted with the under- standing that the Lincoln Law Review possesses non- exclusive right to publication as well as the right to edit any article. If and when the manuscript is published, it becomes the property of the Law Review and all copyrights will be taken out in the name of the Lincoln Law Review. Submissions, or inquiries regarding submissions, should be emailed to [email protected] or addressed to: Lincoln Law Review Attn: Articles Editor 384 S Second St San Jose, CA 95113 LINCOLN LAW SCHOOL Volume XLIII 2015-2016 BOARD OF TRUSTEES Rod Diridon, Sr., Chair James F. Barbic, E.A. Willie D. Brown, Treasurer David Cortese Sarwat S. Fahmy Honorable Teresa Guerrero-Daley, Secretary Josué Garcia Susan Fish Sharon Hightower Kathleen King Teresa Hung Robert S. Kieve Joseph H. Moless, Jr. James Rees Carmen Sigler TRUSTEES EMERITI James F. Boccardo (1911-2003) Peter Carter (1943-2013) Craig E. Needham LeRoy J. Neider Barry Swenson LINCOLN LAW SCHOOL Volume XLIII 2015-2016 ADMINISTRATIVE OFFICERS Laura A. Palazzolo Dean Farzin Forooghi Associate Dean of Academic Counseling Cindy Ruggiero Registrar Mindy Cho Registrar Kathleen Dong Chief Recruiter Angela Hassan Administrative Assistant Michelle Diaz-Garza Administrative Assistant Madonna Ebrahimof Administrative Assistant LINCOLN LAW SCHOOL Volume XLIII 2015-2016 Moses Alajajian Phillip B. Rose Tyler Atkinson Sue Saign William Baker Britten Sessions Georg Behrens P. Carlos Singh Bradley A. Bening Steven Studulski J. Michael Bewley Jonathan J. Sweet Alison P. Buchanan Miguel Valdovinos Lance B. Burrow Honorable Arthur Weissbrodt, Ret. Bryan W. Butler United States Bankruptcy Judge Steven DalPorto Eric Yi-Ching Yap Adam Davis Albert Zecher, Jr. Chi N. Dinh John F. Domingue Francis B. Doyle Tyler G. Draa Kirsten M. Fish Farzin Forooghi Jill E. Fox Arthur J. Gemmell Johnny C. Gogo Patrick Hammon David Henningsen Gregory D. Hull Jeffrey D. Janoff Terence M. Kane (1954 - 2016) Patrick H. Kelly Anne Jones Kepner Donald E. J. Kilmer, Jr. Jeffrey A. Kroeber Jeffrey S. Lawson Arthur Lin John Mlnarik Honorable Daniel T. Nishigaya, Superior Court Judge Laura A. Palazzolo, Dean Mitesh Patel Richard R. Pedersen Honorable Tue Phan Quang,Ret. Immigration Law Judge Andrew Phillips William J. Purdy, III Honorable Betty Roberts Barbeito Administrative Law Judge LINCOLN LAW SCHOOL Volume XLIII 2015-2016 PATRONS Dr. Arthur J. Gemmell SPONSORS Kenneth L. MacRitchie The Lincoln Law Review would like to thank the above-named individuals and entities for their generous contributions, which have made it possible for this issue of the Lincoln Law Review to be published. The Editors and Staff LINCOLN LAW REVIEW MEMBERS Volume XLIII 2015-2016 EDITORIAL BOARD Editor-in-Chief Lisa Celler Assistant Editor-in-Chief Ney Montenegro Business Editor Thuy Barnes Academic Advisors Dr. Arthur J. Gemmell Staff Editors Grainne Callan Brian Langedyk Danielle Demartino Diane Sandhu Eleonor Bonemeyer Maria Mayrovich Olga Poddubnaya David Vo Note: The views expressed in the Lincoln Law Review are those of the authors and not necessarily those of the Lincoln Law Review or of Lincoln Law School of San Jose. LINCOLN LAW REVIEW Volume XLIII 2015-2016 LINCOLN LAW REVIEW Volume XLIII 2015-2016 CONTENTS Articles A Time to Change: A Proposal on a New Accredited Investor Standard…………………………………………………………………... Kyle Gaughan Never Refuse a Breath Mint: Change Implementation For Law Schools: An Insider’s Correlation Between Change Management Tools and How to Tailor Them to Meet the “New Normal”……………………………………………...……………David J. F. Lockard A Crucial Inadequacy of California’s Mandatory and Conciliation Provision and What Can be Done to Improve It…………………………………………………………….…Brandon Hamparzoomian Decision-Making During Interrogation: Towards a New Approach for Determining the Propensity of Deceptive Police Techniques to Produce False Confessions……………………………………...Sean Janda Bullying – It’s Not Just About the Children: An Overview to Why Current Policies are Ineffective and Suggestions to Evolve Beyond Schoolyard Solutions……..……………………………………Grainne Callan CITED AS 43 Lincoln L.REV. (2015-2016) 1 LINCOLN LAW REVIEW Vol. 43 A TIME TO CHANGE A PROPOSAL ON A NEW ACCREDITED INVESTOR STANDARD Kyle Gaughan I. Introduction As participants in the American capital markets continue to seek new means to raise additional capital, both Congress and the Securities and Exchange Commission (hereinafter the “SEC”) have begun to devise new laws and regulations opening the markets to more investors. For instance, the Jumpstart Our Businesses Act (hereinafter the “JOBS Act”) recently lifted the ban on general solicitation under Regulation D and Rule 506(c).1 If the general solicitation is received by “accredited investors”, then there is no limit on how many of these investors purchase securities offered by the issuer. Additionally, following the passing of Dodd-Frank Wall Street Form and Consumer Protection Act (“Dodd-Frank”), the SEC has been instructed by Congress to consider adjustments to current definition of accredited investors. With the changes in the laws and regulations of the US capital markets, this essay argues that it is time for the SEC to adjust the definition of the accredited investor. As currently defined, the accredited investor definition (for natural persons) is too narrow and overly focuses on income and net worth. This essay proposes a two-prong standard; one that focuses on income and net worth, but also introduces other factors (such as education and financial market knowledge) to establish other qualified investors as accredited investors under the American securities laws. To develop this thesis, this essay proceeds as follows: Part II focuses on the purpose behind establishing an accredited 1 Jumpstart Our Business Startups Act § 201, H.R. 3606, 112th Cong. (2012) (enacted). 2 LINCOLN LAW REVIEW Vol. 43 investor standard, Part III explains the current definition of the accredited investor, Part IV proposes changes to the definition of accredited investors for natural persons and Part V concludes. II. Purpose of Defining Accredited Investors A. Generally In general, the Securities Act of 1933 (hereinafter the “’33 Act”) was passed to serve two purposes: (i) to ensure that investors receive financial and other significant information about securities being offered and (ii) to prohibit deceit, misrepresentation and other fraud in the sale of securities.2 Thus, with this general background of the ‘33 Act taken into consideration, it is clear that the general purpose of the 33 Act is for the protection of investors. Much of this protection comes from the disclosure requirements promulgated under Section 5 of the ’33 Act. However, the ‘33 Act and SEC have made certain cutouts allowing the issuer to avoid some of the disclosure requirements required under the ‘33 Act.
Recommended publications
  • Net Gens Come to Law School Mary Ann Becker Loyola University Chicago, Law School, [email protected]
    Loyola University Chicago, School of Law LAW eCommons Faculty Publications & Other Works 2015 Understanding the Tethered Generation: Net Gens Come to Law School Mary Ann Becker Loyola University Chicago, Law School, [email protected] Follow this and additional works at: http://lawecommons.luc.edu/facpubs Part of the Legal Writing and Research Commons Recommended Citation Becker, Mary Ann, Understanding the Tethered Generation: Net Gens Come to Law School, 53 Duq. L. Rev. 9 (2015). This Article is brought to you for free and open access by LAW eCommons. It has been accepted for inclusion in Faculty Publications & Other Works by an authorized administrator of LAW eCommons. For more information, please contact [email protected]. Understanding the Tethered Generation: Net Gens Come to Law School Mary Ann Becker* I. INTRODUCTION ................................................................. 9 II. THE MILLENNIAL CYCLE:BABY BOOMERS,GEN XERS,MILLENNIALS, AND NET GENS ............................. 12 A. Baby Boomer Generation ................................... 13 B. Generation X ...................................................... 14 C. Millennials ......................................................... 15 D. Net Gens ............................................................. 16 III. THE FINAL MILLENNIAL GENERATION:NET GENS AND THEIR UNIQUE CULTURAL VIEWPOINT................... 18 A. Testing Measures LearningInstead of Assessing Critical Thinking through Writing ............................................................... 18 B. Cheating
    [Show full text]
  • Social Trends and National Defense Scenarios: Forecasting Crises and Forging Responses Using Generation Theory in a Bio-Psychosocial Framework
    Macro-Social Trends and National Defense Scenarios: Forecasting Crises and Forging Responses using Generation Theory in a Bio-psychosocial Framework John R. Shook, PhD Science and the Public Master’s Program, Graduate School of Education University at Buffalo, NY James Giordano, PhD Departments of Neurology and Biochemistry O’Neill-Pellegrino Program in Brain Science and Global Health Law and Policy Georgetown University Medical Center, DC Strategic Multilayer Assessment (SMA) Periodic Publication This white paper represents the views and opinions of the contributing authors. This white paper does not represent official USG policy or position. This white paper is approved for public release with unlimited distribution. This white paper is approved for public release with unlimited distribution. Abstract Analytic informatics and vast databases permit modeling of large populations and their economic and political behaviors over decades and centuries. Researchers such as Peter Turchin and Jack Goldstone are demonstrating how such “cliodynamics” can scientifically project large-scale trends into the future. Skepticism about social futurism is well deserved, since specific, risky, and confirmable predictions distinguishes science from pseudo-science. Employing generation theory, William Strauss and Neil Howe predicted that the next world war would occur in or by 2020. In this whitepaper, we recount how cyclical trends in social history theorized by Strauss and Howe align well with the economic and political cycles independently established by cliodynamics. Four archetypal generations (Prophet, Nomad, Hero, Artist) have followed each other in a durable pattern. Every major conflict endured by the United States has occurred when its Prophets (presently, the Boomers) reach elder leadership. Generation theory can also be applied for scenario design and strategic planning, particularly for defense purposes.
    [Show full text]
  • Reaching and Teaching Millennials: Designing the Future of Student Services
    University at Buffalo School of Law Digital Commons @ University at Buffalo School of Law Law Librarian Journal Articles Law Librarian Scholarship 12-1-2018 Reaching and Teaching Millennials: Designing the Future of Student Services Brian T. Detweiler University at Buffalo School of Law, [email protected] Kimberly Mattioli Indiana University Maurer School of Law Mike Martinez Jr. St. Mary’s University School of Law Follow this and additional works at: https://digitalcommons.law.buffalo.edu/law_librarian_articles Part of the Higher Education and Teaching Commons, Law Commons, and the Law Librarianship Commons Recommended Citation Brian T. Detweiler, Kimberly Mattioli & Mike Martinez Jr., Reaching and Teaching Millennials: Designing the Future of Student Services, 18 Legal Info. Mgmt. 219 (2018). Available at: https://digitalcommons.law.buffalo.edu/law_librarian_articles/48 This work is licensed under a Creative Commons Attribution 4.0 International License. This Article is brought to you for free and open access by the Law Librarian Scholarship at Digital Commons @ University at Buffalo School of Law. It has been accepted for inclusion in Law Librarian Journal Articles by an authorized administrator of Digital Commons @ University at Buffalo School of Law. For more information, please contact [email protected]. Reaching and Teaching Millennials Legal Information Management, 18 (2018), pp. 219–226 © The Author(s) 2019. Published by British and Irish Association of Law Librarians. This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted re-use, distribution, and reproduction in any medium, provided the original work is properly cited.
    [Show full text]
  • The Study of Generations: a Timeless Notion Within a Contemporary Context
    CORE Metadata, citation and similar papers at core.ac.uk Provided by CU Scholar Institutional Repository University of Colorado, Boulder CU Scholar Undergraduate Honors Theses Honors Program Spring 2016 The tudS y of Generations: A Timeless Notion within a Contemporary Context Lauren M. Troksa University of Colorado Boulder, [email protected] Follow this and additional works at: http://scholar.colorado.edu/honr_theses Part of the American Popular Culture Commons, Cultural History Commons, Intellectual History Commons, Labor History Commons, Public History Commons, Social History Commons, and the United States History Commons Recommended Citation Troksa, Lauren M., "The tudyS of Generations: A Timeless Notion within a Contemporary Context" (2016). Undergraduate Honors Theses. Paper 1169. This Thesis is brought to you for free and open access by Honors Program at CU Scholar. It has been accepted for inclusion in Undergraduate Honors Theses by an authorized administrator of CU Scholar. For more information, please contact [email protected]. The Study of Generations: A Timeless Notion within a Contemporary Context By Lauren Troksa Department of History at the University of Colorado Boulder Defended: April 4, 2016 Thesis Advisor: Professor Phoebe Young, Dept. of History Defense Committee: Professor Phoebe Young, Dept. of History Professor Mithi Mukherjee, Dept. of History Professor Vanessa Baird, Dept. of Political Science The Study of Generations: A Timeless Notion within a Contemporary Context Author: Lauren Troksa (University of Colorado Boulder, Spring 2016) Abstract: The study of generations has been timeless. Dating as far back as Plato’s time (428 B.C.E) to present-day (2016), scholars of all fields have used generations to study large trends that emerge over time in specific groups of people.
    [Show full text]
  • Die Welt Des Stephen K. Bannon. Wie Revolutionär Ist Die Trump-Administration?
    SIRIUS 2017; 1(2): 121–132 Joachim Krause* Die Welt des Stephen K. Bannon. Wie revolutionär ist die Trump-Administration? DOI 10.1515/sirius-2017-0028 1 Einleitung Kurzfassung: Der Artikel befasst sich mit dem Weltbild des strategischen Chefberaters von Donald Trump. Dabei Die ersten Monate des neuen US-amerikanischen Präsi- sollen polemische Verkürzungen vermieden werden. Die denten Donald J. Trump lassen erkennen, dass sich der zentralen Elemente der Gedankenwelt des Stephen K. neue Herr im Weißen Haus als Speerspitze einer Mitte- Bannon sind, was die Gegenwartsanalyse betrifft, (1) die Rechts-Revolution der kleinen Leute versteht, die sich Orientierung an einem zyklischen Weltbild, (2) eine Kritik gegen das politische Establishment in Washington richtet. am Kapitalismus und am politischen Establishment, und Die oppositionelle Demokratische Partei ist sich einig in (3) die Furcht vor einer neuen Welle eines Totalitarismus, der Ablehnung dieser Revolution, das republikanische die aus dem politischen Islam entstehen könnte. Seine Establishment ist gespalten: auf der einen Seite die Überlegungen zur politischen Programmatik bestehen in Mehrheit, die willig dem neuen Präsidenten folgt, und auf erster Linie aus der Forderung nach (1) Wiederherstellung der anderen Seite die Skeptiker und Kritiker, die noch in demokratischer Souveränität durch die Zerschlagung ei- der Minderheit sind. In Deutschland wie in anderen Län- ner angeblich parasitären politischen Klasse in den USA, dern ist die Ratlosigkeit groß: Wie geht man mit einem (2) die Wiederherstellung nationaler Souveränität durch Präsidenten um, der Milliardär ist und zugleich Revolu- die Absage an Globalismus und Multilateralismus sowie tionär sein will? Wie lange wird dieser revolutionäre Im- (3) der Primat der Bekämpfung des totalitären Islamismus puls vorhalten? Wann wird sich die Politik der US-Admi- in der internationalen Politik.
    [Show full text]
  • Talking About the Generations: Communicating with and Managing Intergenerational Teams Rikke S
    Talking about the Generations: Communicating with and Managing Intergenerational Teams Rikke S. Ogawa Jeff Williams December 11, 2013 Webinar Outline • About us and our generation • Origin of Generational Theory • Workplace: Three Theses • Case Studies – hear from you • Our Approach: effectively working with intergenerational teams • Questions About Us • Rikke – Gen X – 16 years working in academic health sciences libraries – Management experience with librarians, non-librarian staff, and students • First supervisory experience: all supervised employees were approximately 2x her age • Currently lead a team of students, librarians and staff spanning several generations • Jeff – Gen X – 15 years working in academic health sciences libraries – Management experience with librarians, non-librarian staff, and students • Most memorable experience – first librarian he supervised was 60 years old • Currently lead team of eight librarians spanning Millennial to Baby Boomer Origin of Generational Theory • 1991 Book: Generations: The History of America's Future, 1584 to 2069 , by William Strauss and Neil Howe – Published subsequent books on different generations: • 1993: 13th Gen: Abort, Retry, Ignore, Fail? , about Generation X • 1997: The Fourth Turning: An American Prophecy, examined generational concept farther back in history • 2000: Millennials Rising: The Next Great Generation . Credited with term “Millennials” http://en.wikipedia.org/wiki/William_Strauss ; http://www.lifecourse.com/about/strauss.html http://en.wikipedia.org/wiki/Neil_Howe ; http://www.lifecourse.com/about/leadership-team/howe.html http://en.wikipedia.org/wiki/Strauss%E2%80%93Howe_generational_theory Generational Theory • Recurring generational cycle in American history. – Starting in 1588: “Puritan” generation (1588-1617) Through “Homeland” generation (2005- ) • Four major generation archetypes: – Prophet – Nomad – Hero – Artist Strauss, William; Neil Howe.
    [Show full text]
  • Millenials Rising: the Next Great Generation
    Digital Commons @ George Fox University Staff ubP lications - Student Life Student Life 2001 Review of Howe and Strauss' "Millenials Rising: The exN t Great Generation" David M. Johnstone George Fox University, [email protected] Follow this and additional works at: http://digitalcommons.georgefox.edu/student_life_works Recommended Citation Published in Growth: The ourJ nal of the Association for Christians in Student Development, 2001, 1, pp. 115-117 This Book Review is brought to you for free and open access by the Student Life at Digital Commons @ George Fox University. It has been accepted for inclusion in Staff ubP lications - Student Life by an authorized administrator of Digital Commons @ George Fox University. For more information, please contact [email protected]. Reviews ological perspective can provide intellectual rationale where secular academia falls short. Marsden presents a clear and substantial argument detailing the false concept of liberal neutrality. He provides substantial evidence describing academia's tendency to lean toward a philosophy naturalistic reductionism. In so doing, each branch of aca­ demia aggrandizes its own perspective without acknowledging the role of God. Evidence of this exists on my own campus today as we fmd "God-talk" becoming con­ fined to specific classes, majors or functions. In fact, our top administrators have rec­ ognized this truth and have actively encouraged administrators and faculty members to comply with Ex Corde Ecclesia. This papal document addresses the dilution of catholicity and encourages a restoration of genuine Christianity throughout Catholic colleges and universities. In summary, I conclude that Marsden has sufficiently and accurately detailed the history and condition of Christian scholarship within academia.
    [Show full text]
  • The Millennial Generation: Howe and Strauss Disputed
    W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 2012 The Millennial generation: Howe and Strauss disputed Holly Alexander Agati College of William & Mary - School of Education Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the Higher Education Commons, Higher Education Administration Commons, and the Social and Behavioral Sciences Commons Recommended Citation Alexander Agati, Holly, "The Millennial generation: Howe and Strauss disputed" (2012). Dissertations, Theses, and Masters Projects. Paper 1539618810. https://dx.doi.org/doi:10.25774/w4-gjnp-xz92 This Dissertation is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. Running head: THE MILLENNIAL GENERATION THE MILLENNIAL GENERATION: HOWE AND STRAUSS DISPUTED A Dissertation Presented to The Faculty ofthe School of Education The College of William and Mary in Virginia In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy by Holly Alexander Agati November 2011 THE MILLENNIAL GENERATION: HOWE AND STRAUSS DISPUTED by Holly Alexander Agati Approved November 2011 by Doroth)TRF11negan~~[:~ ' Chair of Doctoral Committee Pamela L. Eddy, Ph.D. Virgin M. Ambler, Ph.D. 11 Table of Contents Acknowledgements ..............................................................................................................
    [Show full text]
  • The Bannon Doctrine: Demolition Ahead
    Daily Evolver Podcast Edited transcript 3/10/17 THE BANNON DOCTRINE: DEMOLITION AHEAD Jeff Salzman: Hey everybody, Jeff Salzman here and welcome to The Daily Evolver. My intention for this podcast was to take some of my favorite questions and comments I get from listeners and respond to them. I guess I did that but it was only one question and after a 40-minute answer I decided to call it a podcast, so that's what I got here for you today. I do think it's a topic though that warrants the attention and that is, well the topic is Steve Bannon who is the Chief Strategist and philosopher, if you will, for Donald Trump and the Trump Administration. His worldview matters and that's what we're going to look at. The question is from a long time listener, Catherine from Arizona, and before we get into it I just want to say that I love hearing from you and you can email me at [email protected] or send me a voice recording to that address, or you can go to my website dailyevolver.com and on the right of the opening page there's this vertical orange button that says "Send Jeff a Voicemail" and you can do just that right there. One last thing before we get started, I do use a bit of jargon, I trt to keep it to a minimum, but if you want to understand particularly the levels of cultural and consciousness development that is so key to integral theory, you can go to my website dailyevolver.com and scroll down a bit … there's a section called "about integral ​ theory"..
    [Show full text]
  • English 2 Summer Assignment Bradshaw Christian High School Ms
    English 2 Summer Assignment Bradshaw Christian High School Ms. Highstreet and Ms. Johnson Summer 2021 Overview: For your English Summer Assignment, you will read the article below, answer the multiple choice questions by highlighting your answer, and answer the two reading questions in paragraph format. The goal is for you to engage in thinking about these questions by reading the article and engage in sharing and supporting your opinion through writing. This assignment is REQUIRED for all sophomores in English 2. Students in English 2 Honors will complete a different assignment. Please make sure you are completing the correct assignment. If you do not have your assignment completed by the first day of school, you will need to complete it the first week of school and will receive partial credit. DUE: Thursday, 8/12/21 (the first day of school) SUBMITTING YOUR ASSIGNMENT: Your assignment will be submitted through Canvas when the school year starts. Have access to your typed work in the document below to submit on the first day of school. You will receive instructions for how to submit in class. If you have any questions you may email Ms. Highstreet and Ms. Johnson at [email protected] or [email protected]. We will check our email periodically throughout the summer and get back to you. EVALUATION: 30% assignment, graded on effort and completion Completion means you follow all steps of the assignment and complete all parts of the assignment. Read the article and complete the multiple choice questions Write a paragraph for each discussion question Effort means you : Provide a thoughtful response to each discussion question You attempt to use and explain the evidence in your paragraphs Name: Class: What Past Generations Can Teach Us About Our Future By Mike Kubic 2016 If you’ve ever heard the term “generation gap,” then you know about the widespread belief that the year in which you were born affects aspects of your personality.
    [Show full text]
  • Fortheculture: Generation Z and the Future of Legal Education
    Michigan Journal of Race and Law Volume 26 2021 #ForTheCulture: Generation Z and the Future of Legal Education Tiffany D. Atkins Elon University School of Law Follow this and additional works at: https://repository.law.umich.edu/mjrl Part of the Civil Rights and Discrimination Commons, Law and Society Commons, and the Legal Education Commons Recommended Citation Tiffany D. Atkins, #ForTheCulture: Generation Z and the Future of Legal Education, 26 MICH. J. RACE & L. 115 (2020). Available at: https://repository.law.umich.edu/mjrl/vol26/iss1/13 https://doi.org/10.36643/mjrl.26.1.fortheculture This Article is brought to you for free and open access by the Journals at University of Michigan Law School Scholarship Repository. It has been accepted for inclusion in Michigan Journal of Race and Law by an authorized editor of University of Michigan Law School Scholarship Repository. For more information, please contact [email protected]. #FORTHECULTURE: GENERATION Z AND THE FUTURE OF LEGAL EDUCATION Tiffany D. Atkins* Generation Z, with a birth year between 1995 and 2010, is the most diverse generational cohort in U.S. history and is the largest segment of our population. Gen Zers hold progressive views on social issues and expect diversity and minority representation where they live, work, and learn. American law schools, however, are not known for their diversity, or for being inclusive environments representative of the world around us. This culture of exclusion has led to an unequal legal profession and academy, where less than 10 percent of the population is non-white. As Gen Zers bring their demands for inclusion, and for a legal education that will prepare them to tackle social justice issues head on, they will encounter an entirely different culture—one that is completely at odds with their expectations.
    [Show full text]
  • Where Did Steve Bannon Get His Worldview? from My Book
    Books Where did Steve Bannon get his worldview? From my book. By Neil Howe February 24 Neil Howe is the author, along with William Strauss, of “Generations,” “The Fourth Turning” and “Millennials Rising.” The headlines this month have been alarming. “Steve Bannon’s obsession with a dark theory of history should be worrisome” (Business Insider). “Steve Bannon Believes The Apocalypse Is Coming And War Is Inevitable” (the Huffington Post). “Steve Bannon Wants To Start World War III” (the Nation). A common thread in these media reports is that President Trump’s chief strategist is an avid reader and that the book that most inspires his worldview is “The Fourth Turning: An American Prophecy.” I wrote that book with William Strauss back in 1997. It is true that Bannon is enthralled by it. In 2010, he released a documentary, “Generation Zero,” that is structured around our theory that history in America (and by extension, most other modern societies) unfolds in a recurring cycle of four­generation­long eras. While this cycle does include a time of civic and political crisis — a Fourth Turning, in our parlance — the reporting on the book has been absurdly apocalyptic. I don’t know Bannon well. I have worked with him on several film projects, including “Generation Zero,” over the years. I’ve been impressed by his cultural savvy. His politics, while unusual, never struck me as offensive. I was surprised when he took over the leadership of Breitbart and promoted the views espoused on that site. Like many people, I first learned about the alt­right (a far­right movement with links to Breitbart and a loosely defined white­nationalist agenda) from the mainstream media.
    [Show full text]