Reverse Discrimation Essays - University And College Admissions

Reverse Discrimation Table of Contents Introduction and Background..............................1 The Issues and Arguments for each side...................2 The Opinions and Decisions of the Supreme Court..........4 My Personal Opinion and Arguments........................5 Relevance to Current Issues..............................6 Conclusion...............................................7 Introduction and Background In 1973 a thirty-three year-old Caucasian male named Allan Bakke applied to and was denied admission to the University of California Medical School at Davis. In 1974 he filed another application and was once again rejected, even though his test scores were considerably higher than various minorities that were admitted under a special program. This special program specified that 16 out of 100 possible spaces for the students in the medical program were set aside solely for minorities, w hile the other 84 slots were for anyone who qualified, including minorities. What happened to Bakke is known as reverse discrimination. Bakke felt his rejections to be violations of the Equal Protection Clause of the 14th amendment, so he took the University of California Regents to the Superior Court of California. It was ruled that "the admissions program violated his rights under the Equal Protection Clause of the 14th Amendment"1 The clause reads as follows: "...No state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor without due process of the law; nor deny to any person within its jurisdiction the equal protection of the laws."2 The court ruled that race could not be a factor in admissions. However, they did not force the admittance of Bakke because the court could not know if he would have been admitted if the special admissions program for minorities did not exist . Bakke disagreed with the court on this issue and he brought it before the California Supreme Court. The California Supreme Court held that it was the University's burden to prove that Bakke would not have been admitted if the special program was not in effect. The school could not meet this requirement, and Bakke was admitted by court order. However, the University appealed to the Supreme Court for "certiorari", which was granted, and the order to admit Bakke was suspended pending thCourt's decision.3 The Issues and Arguments for Each Side "Bakke was the most significant civil rights case to reach the United States Supreme Court since Brown v. Board the Education of Topeka, Kansas."4 The special admissions program at Davis tried to further integrate the higher education system because merely removing the barriers, as the Brown case did, did not always work. In short, Bakke was questioning how far the University of California Medical School at Davis could go the try to make up for past racial discrimination and segregatio n. The arguments for and against the special admissions program are complicated. The arguments for special admissions are as follows: Because of past injustices, compensation should be granted to minorities, and one possible form is as affirma tive action, which, in this case, is the role of the special admissions program. In addition, racial diversity in educational institutions was seen as a plus. The diversity would teach students more about different races and religions and prepare t hem for the future when they would most likely have to work along side someone different from themselves. Hopefully, minorities in professional areas would return to their minority community and be seen as a role model for minority youth while benef itting the entire community as well. The final argument for the special admissions program is that advantage should not be associated with race, i.e. because one is of the Caucasian majority he/she should not have more advantages and likewise becaus e one is of a minority he/she should not be disadvantaged. The arguments against the special admissions program were based upon the fact that the Constitution was intended to overlook race and ethnicity in public authority and decisions. The fault in special admissions programs is that they will us e skin color as a more important factor than academic and personal merit. Thus, those who deserve advancement may not receive it, due to affirmative action and the associated reverse discrimination. By doing so, the various ethnic groups will be di vided and possibly end up competing. Another problem with the special admissions program is that it does not take into account the disadvantaged who are in the majority, not the minority. And finally, it is seen as charity to the minorities by many individuals and civil rights groups. The Opinion of the Supreme Court The decision of the Supreme Court was seen as

Comparing Toreador Fresco and Fowling Scene †Art History Essay

Comparing Toreador Fresco and Fowling Scene – Art History Essay Free Online Research Papers Comparing Toreador Fresco and Fowling Scene Art History Essay The Egyptians and the Minoans used different forms of composition and form in their depiction of the human figure. Much of the differences came from social or cultural aspects of the daily lives. The main difference in the painting techniques in representing the human figure is the use of lines, proportion, depiction of motion, and social use. The Egyptians used mostly angular lines in their representations of the human figure. An example in the Toreador Fresco painting would be the limbs of the Egyptian man. All of these lines follow a straight 180 degree line. They also express an implied line down the center of the figure separating the humans on the right from the animals on the left. The Egyptians also show an unrealistic proportion of all the humans. This could be for the use of a social hierarchy of scale or an attempt to try to depict depth. Whatever the reason, the man is the largest followed by the wife. The daughter is the smallest human figure, secured under her father. The Egyptians never got that far in their strives (based on the assumption that they had one) for obtaining an accurate depiction of motion. The angular, or straight lines, make the human figure look stiff while the perspective only adds to the two-dimensional look of this painting. Socially, the Egyptians used the painting to create a connection between the lives they were living and their afterlives. The Minoans, which gained power after the Egyptians, used organic or curvilinear lines in their paintings such as the Fowling Scene seen below. The example shown below of two women, one on the left holding the bull, and one of the right observing the man ride the bull upside down. These curved lines on both the bull and the man riding the bull emphasize the paintings effect to show motion and a great amount of energy. This painting was based on a social and cultural event: bull fighting. The proportion is close to reality except for bull being larger than the humans. This could have been used to show the bravery of the bull rider. The motion in the Fowling Scene is all based mainly upon the use of curves. The only line missing from this painting is a ground line. Without this feature, the bull riding event looks like a futuristic Greek god fighting a bull among the heavens. Socially, the Minoans used this as a means to honor a bull rider or simply show the bull fighting spor t as it really was. If this was the case, their accuracy in proportion added to the effect. The Egyptians and Minoans kept to their social and cultural standings which included their preferences on the lines, the proportions, and depiction of motion they chose to paint in the artist’s representations of the human figure. Research Papers on Comparing Toreador Fresco and Fowling Scene - Art History EssayMind TravelPETSTEL analysis of IndiaCanaanite Influence on the Early Israelite ReligionMarketing of Lifeboy Soap A Unilever ProductAnalysis Of A Cosmetics AdvertisementEffects of Television Violence on ChildrenAssess the importance of Nationalism 1815-1850 EuropeGenetic EngineeringWhere Wild and West Meet19 Century Society: A Deeply Divided Era