Alternatives to the Death Penalty Essay -- Capital Punishment Justice

Alternatives to the Death Penalty Mead Shumway of Nebraska, was convicted of the first degree murder of his employer’s wife on circumstantial evidence and sentenced to death by jury. His last words before his execution were: â€Å"I am an innocent man. May God forgive everyone who said anything against me.† The next year, the victim’s husband confessed on his deathbed that he [the husband] had murdered his [own] wife (Radelet, Bedau, Putnam 347). There are an uncertain numerous amount of incidents similar to the one depicted above, that have repeatedly occurred throughout the course of history. Two highly distinguishable figures in the area of capital punishment in the United States, Hugo Bedau and Michael Radelet, discovered in 1992, at least 140 cases, since 1990, in which innocent persons were sentenced to death (Hook and Kahn 92). In Illinois alone, 12 death row inmates have been cleared and freed since 1987 (Execution Reconsidered). The most conclusive evidence in support of this â€Å"comes from the surprisingly large numbers of people whose convictions have been overturned and who have been freed from death† (Bedau 345). One out of every seven people sentenced to death row are innocent (Civiletti). That’s nearly 15%. The numbers are disturbing. Innocent people are becoming victims of the United States judicial system by its overlooked imperfections. A former president of the American Bar Association (ABA), John J. Curtin Jr., said it best when he told a congressional committee that â€Å"Whatever you think about the death penalty, a system that will take life must first give justice. Execute justice, not people.† Though some of the innocent death row inmates have managed to escape their execution, there are numerous others who are unable to overturn their sentence through appeals. Many cases of innocence go unheard and result in the unfortunate fatality of an innocent bystander. When the death penalty in 1972 was ruled unconstitutional in Furman v. Georgia, the Justices expected that the â€Å"adoption of narrowly crafted sentencing procedures would protect against innocent persons being sentenced to death†. But the chances that innocent persons have been or will be executed remain astoundingly high (Bedua 344). The United States justice system was formed on the premise that it should protect society’s general well being from any harm. Processes and procedures... ...om). â€Å"Execution Reconsidered.† Economist. Jul 1999. Ebsco host. Cerritos College Norwalk, CA. 4 Nov 1999 (<a href="http://www.epnet.com">http://www.epnet.com). Gleitman, Henry. Psychology. 4th ed. New York: W.W. Norton and Company, 1995. Hook, Donald D. and Lothar Kahn. Death in the Balance: The Debate Over Capital Punishment. Lexington: Lexington Books, 1989. Mac Farlane, Theresa. International Organizations. Detroit: Gale Research, 1997. Montague, Philip. Punishment as Societal Defense. Maryland: Rowman and Littlefield Publishers: 1995. Radelet, Michael L., Hugo Adam Bedau and Constance E. Putnam. In spite of Innocence. Pennsylvania: The Maple Press, 1992. Radin, Edward D. The Innocents. New York: William Morrow and Company, 1974. Stewart, David O. â€Å"Dealing With Death†. ABA Journal. Nov 1994: 50-53. United States Department of Justice. Bureau of Justice Statistics Bulletin: Capital Punishment. 1995. Washington: OJP, 1996. Weiten, Wayne. Psychology: Themes and Variations. 2nd ed., brief version. Pacific Grove: Brooks/Cole Publishing, 1994. Yanich, Danilo. â€Å"Making Movies Real: The Death Penalty and Local TV News.† Crime Law and Social Change. 26 (1997): 303-328.

African Americans in the Civil War

Roman Robinson Kristen Anderson HIST 3060 February 25, 13 African Americans and the Civil War The role African Americans played in the outcome, and the road to the outcome of the Civil War was immense. The fact that the south had slaves and the north did not played an enormous role in the issues. The north wanted to abolish slavery, and the south did not and after the war started this became one of the main reasons for the Civil War. Since most African Americans could not read or write, this made them an easy target, for slavery, against the dominant white man.Once the slaves got to America they started to realize how much trouble they were actually in. The north and the south had a problem brewing, and that was due to the slave uprisings and the run a ways. African Americans played an enormous role in the outcome of the Civil War because of the part they took in it. The civil war, which took place from 1861 to the 1920s, the African American community made tremendous strides toward them becoming apart of America and equals in America. Since they had been controlled by the power of the whites for so long, their independence was extremely unfamiliar to them, with their new emancipation.Since they were so uncertain, they debated about the most effect way to go about actually receiving the rights they deserved. They did not just want to be inferior Negros. Some African Americans thought the actual approach would be to go along with the submissive status the whites held them to, so they could earn their respect until fairness pervaded. Others were more wishful with their thinking and thought the military would make whites surrender and give blacks their basic rights. Those who were still they are thought that no progress would ever come.These blacks decided that it was essential to escape the shackles and cruel attitudes toward blacks. The civil war initially began to save the Union. At the start of the war slave masters were terribly scared that the slaves would r un to join the Union and help the war efforts. To subsidize the problem, most owner enforced harsh restrictions on their slaves. Some owners even moved their whole plantations inland to avoid any contact with the outside northerners. This did not stop the slaves one bit though, this just caused more slave to flee to the north. The slaves that did decide to stay just demanded more freedom from their masters.Some would say the ones that stayed even gained more power; this forced their masters to give them offerings in exchange for work. The issues of emancipation and military service were intertwined from almost the beginning of the war. News from Fort Sumter made African Americans rush to enlist in military units. They were all turned away since there was a law dating from 1792 that kept African Americans from joining the U. S. army. In Boston disappointed African Americans met and passed a resolution that requested the Government to modify its laws to permit them to enlist. Then Lin coln’s Second Confiscation Act was passed.The act stated that, Confederates who did not surrender with in sixty days of the acts passage were to be punished by having their slaves freed. The Militia Act was also passed. This act stated African Americans were allowed to fight in the war. These two acts together thoroughly punished rebel slaveholders. The African Americans that enlisted both fought in the front lines and worked behind the scenes labor jobs. All these rights that the African Americans were receiving inspired them to return home and free their families and friends. Some of them even started living in the plantations that they used to be slaves of.They took them over and began their own cropping. Some of the other plantations had been left to older disabled white woman, when the men had left for the Confederate army. All of this led to the separation of slave labor in the south After trying terribly hard to keep the issue of slavery out of the war, the North decid ed to start enlisting African Americans to help them fight in the war. The Fifty-Fourth regiment was created by the Union Army, and was the only all black unit. This Union in particular contributed to the war efforts of the North and showed a new found power among blacks.The regiment started when John Andrew sent a request to the secretary of war, Edwin Stanton, to create a volunteer regiment of African Americans (3). African Americans from all over the country joined. To help recruit even further they called for help from African American leaders like, Frederick Douglas and William Wells Brown. In just two months over one thousand African Americans, one from at least every state, had enlisted in the regiment. The leader of the regiment would not be black though, they wanted the superior officer to have some certain credentials.The job description posted read: â€Å"Young Man of Military Experience Of firm antislavery principles, ambitious, Superior to the vulgar contempt of color Having Faith in the capacity of colored men for military purpose† (2) The man picked for the job was Robert Shaw. The African American regiment and their captain set off for Beaufort, South Carolina on May 28, 1863 (1). They were to attack Fort Wagner, which was a vital key to Charleston. They only way to storm the fort was to go through loads and loads of Confederates. The sheer size of the Confederates to the Fifty- Fourth regiment was an obstacle in itself.The regiment knew the amount of obstacles they would have to overcome to achieve a victory and yet they kept marching. Shaw and a few men marched to the top of the parapet, and there Shaw was shot and killed. Though this was almost a complete disaster for the regiment they had set a path for future African American soldiers. Frederick Douglas said, â€Å"Once let the black man get upon his person the brass letter, U. S. , let him get an eagle on his button, and a musket on his shoulder and bullets in his pocket, there is no power on earth that can deny that he has earned the right to citizenship. One thousand seventy-nine African Americans had served in the Civil War. They served in both the U. S. Army and about two thousand served in the Navy. By the time the war was over, forty thousand had died in battle and thirty thousand had died of disease and infection. African American soldiers performed all the jobs needed to run an army. They also served as carpenters, chaplains, cooks, guards, laborers, nurses, scouts, spies, steamboat pilots, surgeons, and teamsters (4). There were nearly 80 black commissioned officers (4). Harriet Tubman was the most famous spy; she served for the 2nd South Carolina Volunteers.Tubman decided to help the Union Army because she wanted freedom for all of the people who were forced into slavery, not just the few she could help by herself. And she convinced many other brave African Americans to join her as spies, even at the risk of being hanged if they were caught (4). Am ong Harriet Tubman were many other African American women who served as nurses, spies and scouts. Although, no women were allowed to formally join the army. When black troops were captured by the confederate soldiers, they faced harsher punishments than the white troops.In 1863 the Confederate Congress threatened to punish officers of African American troops and enslave the African Americans, if they were captured. As a result of this, President Lincoln issued General Order 233, which threatened payback on Confederate prisoners of war, if they mistreated African American troops. This order did scare the Confederates a little, but African American soldiers were still treated harsher than whites. In one of the worst examples of this abuse, Confederate soldiers shot to death black Union soldiers, captures at Fort Pillow, TN, in 1864().Confederate General Nathan B. Forrest witnessed it all and did nothing to stop it. The President, Abraham Lincoln, issued the Emancipation Proclamation o n January 1, 1863. This proclamation eventually led to the freedom of all slaves. The document officially made free all bondsmen in the areas of the Confederacy that were still in rebellion. Slavery although was not abolished in the Border States, Tennessee, or the Union occupied areas of Louisiana and Virginia. The proclamation only affected the states in rebellion, so after the efforts it didn’t actually free any slaves.On the other hand, it did strengthen the Northern war efforts, because they knew they were fighting for a cause. Over five hundred thousand slaves had escaped to the North by the end of the civil war. Many of the escapees joined the Union Army, which tremendously increased its power. As a result of the Emancipation Proclamation, the thirteenth Amendment was created. The Amendment created on December 18, 1865, legally freed all slaves still in bondage. The final step the Emancipation Proclamation was to depress England and France from arriving to the war on t he side of the South.England and France wanted to enter the war on the South side, because the South had supplied them both with cotton and tobacco. England and Frances stance changed when they heard that the war had changed to a fight over slavery. Both nations were opposed to slavery, so ended up giving their support to the Union. That led to the winning of the fight for freedom. Juneteenth was the day created to celebrate the emancipation, when the slaves heard about it that midsummer. The holiday is still celebrated today. Abraham Lincoln said, â€Å"A house divided against itself cannot stand.I believe this government cannot endure permanently half-slave and half-free. I do not expect the Union to be dissolved. I do not expect the house to fall, but I do expect it will cease to be divided. It will become all one thing or all the other. â€Å"(3) African Americans along with the rest of the Union were fighting for this freedom and equality that Abraham Lincoln, was talking abo ut. African American contributions were not limited to the role of working the fields in the south or supplying labor for industry in the north.Many African Americans in both south and north participated in either direct or supporting roles in the military. The War Between the States proved to be a war fought for democracy. The liberation that the slaves had been waiting for, recovered the ideas that founded the United States of America. All men were equal under the law. Since, the African Americans made such a persistent effort the changes were made more quickly. Africans pushed for their own emancipation by resisting their masters and other labor tasks.Although a formal Emancipation Proclamation and Thirteenth Amendment freed blacks in America, it would be a long time before they received all the rights they deserved. The minds of Americans had been so engrained with racism only decades of hard work would lessen this. Works Cited 1) Freeman, Elsie, Wynell Burroughs Schamel, and Je an West. â€Å"The Fight for Equal Rights: A Recruiting Poster for Black Soldiers in the Civil War. † Social Education 56, 2 (February 1992): 118-120. 2) â€Å"Blacks in the Civil War. †. Colorado College. Web. 3 Mar 2013.

City Tech Admissions SAT Scores, Financial Aid, More

CUNY New York City College of Technology, known as  City Tech, has generally accessible admissions, with just around three-quarters of applicants accepted each year. To apply, students are required to submit an application, test scores from the SAT or ACT, high school transcripts, and a writing sample. Check out the schools website for more information, and to contact the office of admissions with any questions. Admissions Data (2016) City Tech Acceptance Rate: 75%GPA, SAT and ACT Graph for City Tech Admissions​CUNY SAT comparison chart City Tech Description City Tech, the New York City College of Technology, is a  public university  and member of  CUNY  located in Brooklyn. The college focuses entirely on undergraduate education and offers 29 associate and 17 bachelor degree programs as well as certificate programs and continuing education courses. The college has been expanding its 4-year degree offerings in recent years. Areas of study are mostly pre-professional in nature such as business, computer systems, engineering, health, hospitality, education, and many other fields. Most students are commuters, and the college prides itself on the diversity of the student body. Enrollment (2016) Total Enrollment: 17,282  (all undergraduate)Gender Breakdown: 55% Male / 45% Female63% Full-time Costs (2016 - 17) Tuition and Fees: $6,669  (in-state); $13,779  (out-of-state)Books: $1,364 (why so much?)Room and Board: $13,713Other Expenses: $5,302Total Cost: $27,048 (in-state); $34,158 (out-of-state) City Tech Financial Aid (2015  - 16) Percentage of Students Receiving Aid: 86%Percentage of Students Receiving Types of AidGrants: 84%Loans: 5%Average Amount of AidGrants: $7,356Loans: $4,301 Academic Programs Most Popular Majors:  Architectural Technology, Community Organization and Advocacy, Computer Engineering Technology, Hospitality Administration, Information Science Transfer, Graduation and Retention Rates First Year Student Retention (full-time students): 77%Transfer Out Rate: 39%4-Year Graduation Rate: 6%6-Year Graduation Rate: 25% Data Source National Center for Educational Statistics If You Like City Tech, You May Also Like These Schools Baruch College:  Profile  |  GPA-SAT-ACT GraphBrooklyn College:  Profile  |  GPA-SAT-ACT GraphCCNY, City College of New York:  Profile  |  GPA-SAT-ACT GraphCollege of Staten Island:  ProfileHunter College:  Profile  |  GPA-SAT-ACT GraphJohn Jay College of Criminal Justice:  Profile  |  GPA-SAT-ACT GraphLehman College:  ProfileMedgar Evers College:  ProfileQueens College:  Profile  |  GPA-SAT-ACT GraphYork College:  ProfilePace University:  Profile  |  GPA-SAT-ACT GraphLong Island University Brooklyn:  Profile  |  GPA-SAT-ACT GraphStony Brook University:  Profile  |  GPA-SAT-ACT Graph City Tech Mission Statement: New York City College of Technology is the designated college of technology of The City University of New York, currently offering both baccalaureate and associate degrees, as well as specialized certificates. New York City College of Technology serves the city and the state by providing exceptionally proficient graduates in the technologies of the arts, business, communications, health and engineering; human services and law-related professions; technical and occupational education; and liberal arts and sciences. The College provides access to higher education for New York City’s diverse population and assures high quality in its programs by a commitment to outcomes assessment. The College also serves the region by developing partnerships with government agencies, business, industry, and the professions, and by providing technical and other services.

Essay about Jose Maria Velasco Ibarra - The Leader

Some leaders are known for their personality, styles, charisma and accomplishments, leaders who served as role models for past, present and future generations, leaders that make the difference anywhere they go, leaders that only need a balcony to become a president of a country, leaders from the people and for the people, leaders like Jose Maria Velasco Ibarra, a man who became five times president of Ecuador because of the people’s decision. The intention of this paper is to analyze the personal history and behaviors of Jose Maria Velasco Ibarra, one of the greatest political leader in the history of Ecuador. Throughout the history of Ecuador, there has been a large number of sitting presidents who have not finished their full†¦show more content†¦His political life began in 1932 when he was appointed deputy of the Republic of Ecuador; immediately became vice president of the National Chamber of Deputies and a few days later, president. Velasco Ibarra stated to creat e a connection with his followers building a strong and frequent interaction principal characteristic of his leadership style. In 1933, he ran for the presidential election and gets the most votes in the history of Ecuador to win with 80% of the vote. As elected president, Velasco Ibarra with the idea to reactivate relationships visited several Latin American countries. The people started to see an emergent leader, supporting his ideas and plan of government. Velasco Ibarra was one of the first politicians to campaign all across Ecuador. He loved to travel to different regions energized Ecuadorians to support him. He possessed the ability to speak in public, making the people feel as though only he, himself, could solve the problems of Ecuador. He began his first term on September 1 of 1934; There where several factors that affected the democracy in Ecuador, like, the state of the economy, corruption within government, and the present of riots; He went into exile in Colombia, where he worked in the modest school in the city of Santander Sevilla, at this time, Jose Maria Velasco Ibarra was described from his followers as a great social and political leader, developing a strong

Rome The Roman Empire - 989 Words

The Roman Empire From ages, Rome awakens fascination among people from all over the world, we associate with power and development since antiquity. The architecture is an amazing impression, atmosphere and climate of Rome which I think attracts people from the remotest part of the globe. The roman beginning of urbanization of the cities has inherited most of the â€Å"scriptures† from the Etruscans. From them, the Romans has adopted the layout of the dwelling houses all over the city. The Roman Empire and history has started 753pne. This is showing a topography of early Rome. The heavy outerlines are showing the walls which are known as the â€Å" Agger of Servius Tulliu. â€Å" Also, the urban structure of a Rome city helps to form both cultural and social structure to the Rome civilization, where the population of the city was under control. The Roman style has rapidly developed by taking the influences from different part of Europe such us.: Greeks. They have started to develop Rome urbanism by build buildings that will improve public and military services to the Rome. The Rome had planned big corrugation for particular buildings, like placing the most important buildings in the city. In the past they were set in a chaotic way. During the empire there was define in architectural form where use of symmetry and adequacy was important. The architecture of this period has a representative character and buildingsShow MoreRelatedAncient Rome And The Roman Empire1067 Words   |  5 Pagesheight, the Roman Empire was the most extensive political and social structure in western civilization. The remains of this empire can still be seen today. The empire was fil led with advanced people and technology for its time. The Roman Empire has rich history, helpful geography and resources, provinces, an advanced government, and unique people and culture. Ancient Rome can be divided into three main parts. 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The Oppression of Women as Women Free Essays

The oppression of women as women PHIL 202 – Assignment 1 26/01/2012 The patriarchal society in which we live has systematically oppressed women for centuries. It is not until extremely recent history, with the Women’s Liberation Movement, that women have been able to take meaningful strides towards a more equal and just society. We have come a long way since that time, women can now vote, work, practice politics and live independently of men: it seems as though we have come very close to the equality that we have worked so hard to achieve. We will write a custom essay sample on The Oppression of Women as Women or any similar topic only for you Order Now However that statement has proven to be incredibly false. If we examine Marilyn Frye’s metaphor of the bird cage and apply it to the changes that have been brought upon our society we can see how the oppression of women not only still exists, but has gained new dimensions. By inspecting the progress women have made to integrate into patriarchal society we can see that we have succeeded to remove some of the wires that have held us back from escaping the cage, however the removal of these wires has added new responsibilities for the female gender and it is these new responsibilities that have added completely new wires to our cages. By examining Marilyn Frye’s article Oppression we will examine why she believes that â€Å"women are oppressed as women† (Frye, p. 16) and why it is that, even though men face barriers and difficulties, she believes that they are not â€Å"oppressed as men† (Frye, p. 16) Whilst reading Frye’s article I was truly disagreeing with the points she was making. How can she state that men are not also oppressed in some way: they have the burden of supporting their families, they cannot express any emotions without seeming weak, and they don’t have the choice of spending as much time with their children? These facts made me certain that men too were oppressed, however in a different way than women. As I neared the end of the article I came to a sudden realization: the opinions I had formed were a product of my microscopic view of the situation and I was not able to see that the burdens men faced were only barriers held in place in order to preserve the patriarchal society that has been created and they were not faced with systematic oppression. In order to illustrate this point we can take a look at an example from the side of two opposing genders. The workplace seems to be following the path f equality, even though certain issues remain (men earning more than women on average, men holding higher positions etc†¦) they seem to be miniscule problems compared to the ones faced by the women decades before us. The wire on the cage that we would have named â€Å"ability to pursue a career† seems to be a rusty weak wire that is falling apart, no longer capable of holding women b ack. It may seem as if this is a victory, however, the oppressing society we live in has ensured that the destruction of that single wire has been acknowledged and replaced by a new strong and sturdy set of wires in order to ensure systematic oppression. Now that women are able to work they are perceived as lazy and old-fashioned if they don’t, however if they do work they are perceived as being intimidating, bad mothers and sometimes masculine. Therefore it seems as if the situation where a women is perceived as hard-working, intelligent, ambitious and modern as well as feminine and an excellent mother and homemaker does not exist, yet it is actively expected of them; if any of the aforementioned characteristics are not present she will be given a dreadful label by society. It is clear that the advancements we have made have lead to an entirely new dimension of oppression. If we now continue on to examine the role of a man in the workplace we can see that they do face barriers but they are in absolutely no way systematically oppressed. If we examine a single barrier they face, for example, the burden of having to support their family, as this is the norm with regards to sex roles. The man must go to work and must earn money to pay the mortgage, to feed their children and to buy his wife the dishwasher she has been nagging him to get. This is a responsibility that he is expected to fulfill, however he is no way oppressed. In order to obtain an adequate job a man may go to school, earn a degree and find a stable and well-paying job. He will find this job with much more ease than a woman with the same qualifications and will get payed more than the aforesaid women. Being a man will be an advantage to his search and will in no way place any obstacles in his way, as opposed to woman whose gender is â€Å"significantly attached to whatever disadvantages and deprivations she suffers, be they great or small. †(Frye, p. 6) By obtaining a job, he has now earned the labels of intelligent, ambitious, and hard-working; of course, in our age and time a woman might be able to acquire all of these labels as well. However the labels describing her femininity and home-life might not be as pleasant. What about a man? He is now supporting his family therefore he is now masculine and worthy, he is also seen as a good father as he is supporting his children (the fact that he might not spend an adequate amount of time with them is of no importance as in our society financial support takes precedent of emotional support. Therefore our society has given him the burden of supporting his family but we can see that this is only a barrier put in place in order to for men to be able to exclude women from political and economic life and therefore control it. It may be a disadvantage in some ways, however it is important to recognize that it is a necessary disadvantage in order to maintain control and can in no way be labelled as oppression. The simple term â€Å"oppression† must be understood because without understanding its rightful meaning it is â€Å"much misused, and sometimes not innocently† (Frye, p. 0) We must come to the understanding that men do face obstacles and barriers however they do not face the systematic oppression that women do as a result of their gender. Of course there are oppressed men living all around the world, but this oppression does not stem from the simple fact of their sex but many other factors such as socio-economic situation, sexual orientation, political situations etc†¦ Simply put, there are thousands, maybe millions of men around the world who are in no way oppressed, but not one single woman because her gender is the defining characteristic for her oppression. How to cite The Oppression of Women as Women, Papers

Multiculturalism in Canada Essay Example For Students

Multiculturalism in Canada Essay Canada has long been called The Mosaic, due to the fact that it is made up of a varied mix of races, cultures and ethnicities. As more and more immigrants come to Canada searching for a better life, the population naturally becomes more diverse. This has, in turn, spun a great debate over multiculturalism. Some of the issues under fire are the political states policies concerning multiculturalism, the attitudes of Canadians around these policies, immigration, the global market, and a central point is the education and how to present the material in a way so as to offend the least amount of people. There are many variations on these themes as will be discussed in this paper. In the 1930s several educators called for programs of cultural diversity that encouraged ethnic and minority students to study their respective heritages. This is not a simple feat due to the fact that there is much diversity within individual cultures. A look at the 1991 Canadian census shows that the population has changed more noticeable in the last ten years than in any other time in the twentieth century, with one out of four Canadians identifying themselves as black, Hispanic, Asian, Pacific Islander, Metis or Native. (Gould 1995: 198) Most people, from educators to philosophers, agree that an important first step in succe4ssfully joining multiple cultures is to develop an understanding of each others background. However, the similarities stip there. One problem is defining the tem multiculturalism. When it is looked at simply as meaning the existence of a culturally integrated society, many people have no problems. However, when you go beyond that and try to suggest a different way of arriving at theat culturally integrated society, everyone seems to have a different opinion on what will work. Since education is at the root of the problem, it might be appropriate to use an example in that context. In 1980, the American school, Stanford University came up with a program later known as the Stanford-style multicultural curriculum which aimed to familiarize students with traditions, philosophy, literature and history of the West. The program consisted of fifteen required books by writers such as Plato, Aristotle, Homer, Aquinas, Marx and Freud. By 1987, a group called the Rainbow Coalition argued the fact that the books were all written by DWEMs or Dead White European Males. They felt that this type of teaching denied students the knowledge of contributions by people of colour, women, and other oppressed groups. In 1987, the faculty voted 39-4 to change the curriculum and do away with the fifteen book requirement and the term Western for the study of at least one non-European culture and proper attention to be given to the issues of race and gender. (Gould 1995: 201). Because Canadian Universitys also followed a similar plan, even though this example took place in the United States it centered on issues that effect multiculturalism in all North America. This debate was very important because its publicity provided the grounds for the argument that Canada is a pluralistic society and to study only one people would not accurately portray what really makes up this country. Proponents of multicultural education argue that it offers students a balanced appreciation and critique of other cultures as well as our own. (Stotsky 1992:64) While it is common sense that one could not have a true understanding of a subject by only possessing knowledge of one side of it, this brings up the fact that there would never be enough time in our current school year to equally cover the contributions of each individual nationality. This leaves teachers with two options. The first would be to lengthen the school year, which is highly unlikely because of the political aspects of the situation. The other choice is to modify the curriculum to only include what the instructor (the school) feels are the most important contributions, which again leaves them open for criticism from groups that feel they are not being equally treated. Downsizing has both positive and negative aspects. Essay It was passed by Canadas parliament in 1988. Its aim was to preserve and intensify multiculturalism by promoting the recognition of Canadas cultural diversity. The Employment equity Act was also created for the purpose of dealing with minorities. This ensures that members of four general groups achieve equitable .