Annotated Bibliography – rainbow987

Resource 1:

Cooper, Amy, et al. “Mental Illness Stigma and Care Seeking .” Ovid.

Background: This article discusses the correlation between a negative attitude/stigma towards mental illness and the treatment adherence of patients.

How I Used It:I used the information in this article to gather information on how the negative stigmas regarding mental illness affect the likelihood that a person will receive treatment. I applied this information to my mental illness topic, which is major depressive disorder.

Resource 2:

Corrigan, P. W., Kleinlein, P. (Ed.). (2005). On the stigma of mental illness: Practical strategies for       research and social change.“

Background:This article discusses the societal effects of mental illness stigma and how they affect life for a person struggling with a disorder.

How I Used It:I used this article as a reference as to how negative stigmas affect those with a mental illness on an everyday basis. Examples of how the stigmas could affect daily life include when being hired for a job or rented a house.

Resource 3:

Hendrick, Victoria, et al. “Hormonal Changes in the Postpartum and Implications for Postpartum Depression.” Psychosomatics, Elsevier, 29 Apr. 2011, 

Background:Biological factors could lead to the possible development of postpartum depression in a woman. Preexisting factors such as genetic history or a predisposition to depression could lead to postpartum upon delivery of a child. However, in addition to this, there are dramatic hormonal fluctuations when a woman gives birth that could have a significant effect on mood, which could also cause postpartum depression.

How I Used It:The DSM-IV describes an episode of postpartum depression as the same category as a major depressive episode. Therefore, the information in this article could be used for my article, as most of the information regarding symptoms of postpartum depression could be applied for my research on major depression. This article provided concrete, quantitative evidence that  depression is not entirely “in a person’s head,” as many believe. Therefore, if there is biological evidence supporting the cause of depression, a person cannot be blamed for inducing it. This argument supported my thesis well.

Resource 4:

Henriques, Gregg. “Anxiety and Depression Are Symptoms, Not Diseases.” Psychology Today, Sussex Publishers, 26 Mar. 2016, 

Background:The author of this article argues that depression and anxiety are not illnesses in themselves. He emphasizes that they are symptoms of other illnesses. He also says that they hint to an underlying issue.

How I Used It:I used this article for my rebuttal argument. The author’s opinion that depression is not an issue enough to be considered its own illness adds to my argument that people disregard depression as a disorder.

Resource 5:

Hocking, Barbara. “Reducing Mental Illness Stigma and Discrimination — Everybody’s Business.” MJA.

Background:This article discusses the distress that an individual can feel due to an overwhelming stigma against mental illness. In addition, it talks about how the community can work to overcome this issue.

How I Used It:I used this article to learn about what causes the negative stigma regarding mental illness. Resources such as the media and other factors all play a part in how people respond to mental illness. I used this information to further my argument.

Resource 6:

“More than Half of US Adults with Mental Illness Don’t Get Needed Care.” Fox News, FOX News Network,

Background: This article provides the statistics regarding the number of adults with mental illness that do not receive treatment. It chronicles the numerous reasons why an adult with mental illness would opt out of available treatments.

How I Used It:I used this article to discuss the reasons why people with mental illness choose to not receive treatment. Among others, one of the primary reasons that a person does not seek treatment is due to a fear of being judged by others. This idea is explained in detail in this article. This argument serves well to my thesis, as a the negative stigma surrounding mental illness inhibits the well being of someone suffering from a mental illness.

Resource 7:

O’Hara, Michael W. “Postpartum Depression and Child Development.” Google Books, 

Background:This article provides general information about postpartum depression, including what the disorder is and symptoms that come with the illness. It provides the reader with information about a variety of different aspects of the disorder and how it can affect women initially and over time.

How I Used It: Postpartum depression is a type of depression that occurs following childbirth. The symptoms of postpartum depression are mostly all the same as major depressive disorder. Therefore, I could apply the information from this article to my research paper. I think that it is important to provide my reader with a general understanding of what depression is and the symptoms of it. It is not smart to assume that the reader has a background on the topic. Therefore, this article helped me to further my knowledge about the disorder and everything that it entails so that I could  provide detailed and accurate information to the reader.

Resource 8: 

Pinto-Foltz, Melissa D., and M. Cynthia Logsdon. “Stigma Towards Mental Illness: A Concept Analysis Using Postpartum Depression as an Exemplar.” Taylor & Francis, 

Background:Stigmas are a large issue related to mental illness. The impact that negative stigmas have on a person is sometimes severe. People often do not seek treatment for serious health concerns, such as postpartum depression, due to the fear of being judged or accused of having self-inflicted their issues. The author discloses statistics and historical background related to the negative stigmas regarding mental illness and how people are affected by them.

How I Used It:This article assisted me by providing statistical research that has been conducted regarding the social effects of stigmas against mental illness. Although the example illness that is used in this article is postpartum depression, I applied the information to the stigmas against major depressive disorder.

Resource 9:

Pratt, Laura A., and Debra J. Brody. “National Center for Health Statistics.” Centers for Disease Control and Prevention, Centers for Disease Control and Prevention, 19 Jan. 2010.

Background:This article provides statistical evidence as to the significance of depression in the population.

How I Used It: I used the information in this article to emphasize the prevalence of major depressive disorder in the population. Due to the high prevalence, my argument that negative stigmas are unjust is emphasized.

 

Resource 10:

Susman, David. “8 Reasons Why People Don’t Get Treated For Mental Illness .”

Background: This article provides a list and explanation about why people do not seek treatment for mental illness. In addition, it addresses the issue and proposes things that have been done to try to better the problem.

How I Used It:I used this article to give me more insight into more reasons why people do not seek treatment for mental illness, as there are many. In addition, I found the additional information helpful with how the government is trying to better health care availability for those with mental illnesses such as depression.

 

 

 

Annotated Bibliography-Jadden14

  1.   Examine.com. “Creatine Supplement – Unbiased Review on Usage, Dosage, Side Effects.” Examine.com, Examine.com, 4 July 2017.

Essential Content of this Article: Gives the reader an overall background of what the supplement is and in what doses it should be taken. Also informs the reader on many effects good or bad the supplement may have on one’s health. It even has an informative sort of FAQ on what is commonly asked about creatine, and provides answers to many questions people may have.

How I Used It: I used this to prove that creatine in numerous studies increases power output generated by the muscles and adds on body weight. Also included in my research paper several notable quotes from the lead researcher to back up my argument. This article provided many positives and negatives regarding the supplement I added to my paper.

  1. “Creatine: What It Is, What It Does, and Its Side Effects.” Men’s Health, Men’sHealth, 25 Aug. 2016.

Essential Content of this Article: Discusses that by using creatine you will most prominently notice weight gain. Creatine puts on a lot of water weight right of the bat. Studies show that muscle fibers will grow when supplementing creatine, only if the energy is used(going to gym, playing sports,etc). Also explains the effects of creatine on your kidneys.

How I Used It: This article provided a view for my paper with some more negative evidence facing creatine. Some of the negative evidence found within the article include kidney damage, an increase in DHT levels, and dehydration. I used this in my rebuttal and it was later on used to strengthen my research paper.

  1. “Creatine.” University of Maryland Medical Center, University of Maryland Medical Center, 11 Nov 2017.

Essential Content of this Article: Scientifically gives the definition of creatine and reveals its a naturally-occuring amino acid found in meat. Reveals the effects of uses in certain age groups, and is not verified for kids younger than 19 years of age. There are also reports of high blood pressure under the precautions of use.

How I Used It: This study provided some more facts and knowledge to my paper about how the supplement works and its side effects. Greatly used in my definition argument to help define what exactly creatine is and does. It strengthened the sections on defining creatine as a whole.

  1. Durkin, Todd. “Creatine and Young Athletes: Yes or No?” Todd Durkin, Todd Durkin Enterprises, 22 Sept. 2010.

Essential Content of this Article: Discusses the misconceptions amongst people who know little about the supplement and just express their own concerns. Reviews what is necessary for athletes to optimally use the supplement. Expresses the opinions of one individual, an director of athletic performance at Quest 10, a gym in San Diego, CA.

How I Used It: This article provided evidence that some people oppose creatine. It also provided a view to my paper that was not particularly in favor of creatine, and brought up several good points to add to my rebuttal. It helped strengthen the rebuttal and provide insight as to why there are concerns surrounding creatine.

  1. “CREATINE: Uses, Side Effects, Interactions and Warnings.” WebMD, WebMD, 11 Nov 2017.

Essential Content of this Article: Explains that creatine is excellent for athletes and young adults. This article also explores some of the many side effects creatine has, some good and some bad. Professional sports will continue to not ban creatine from being taken by athletes as there isn’t any evidence of it being harmful. There are also minor effects/ effects with not enough evidence backing it listed in the article. Also provides insight on how it can be helpful to people with certain disabilities/ health problems.

How I Used It: I used this article to show how the NCAA banned creatine from being handed out to athletes. This article revealed that athletes can take the supplement on their own, but coaches are not allowed to recommend or hand it out to athletes. I also used this evidence to back up that creatine is indeed more controversial in sports. This article also provides that creatine has other benefits and negative effects, that I mentioned in my paper.

  1. van, J, et al. “Three Weeks of Creatine Monohydrate Supplementation.” Clinical Journal of Sport Medicine : Official Journal of the Canadian Academy of Sport Medicine., U.S. National Library of Medicine, 19 Sept. 2009.

Essential Content of this Article: A solid study taking rugby players and giving them creatine over three weeks. The athletes are studied, some given 25g/creatine and 25/g glucose and others given 50g/ glucose placebo. Androgens were measured to determine any increases in Serum T and DHT levels. It also concluded the concern of taking creatine and whether or not it is safe.

How I Used It: This was a solid statistic to add to my paper. The data revealed that creatine does affect DHT levels and can be argued as a serious issue. This study also concluded the risks of taking creatine found with these results, which was helpful to add to my rebuttal and causal argument.

  1. Francaux, M, and J R Poortmans. “Side Effects of Creatine Supplementation in Athletes.”International Journal of Sports Physiology and Performance., U.S. National Library of Medicine, 1 Dec. 2006.

Essential Content of this Article: The goal of this study was to find all the side effects surrounding creatine. The study revealed the amount of body mass added on to the body that was muscle mass or fat-free mass was about 1-2.3%. It also revealed cases why creatine shouldn’t be taken and when creatine is allowed to be taken.  The study analyzed the psychological effects of creatine on the body, and then concluded the data.

How I Used It: This study looked at all the side effects in creatine and provided the realistic danger of the supplement. This study overall concluded there was no major risks, and this was used to help strengthen my argument. This provided realistic issues/benefits people can get from creatine to my paper.

  1. Ganguly S, et al. “Creatine.” MedlinePlus Supplements, Medline Plus, 14 Mar. 2017.

Essential Content of this Article: Describes what creatine is and how it should be used. Explores the effective/ineffectiveness of the supplement and how it works. How it mixes with other supplements and safety concerns are also mentioned in the article. This article looked over the negatives and which negatives had enough evidence to conclude as an issue.

How I Used It: Found other evidence on how creatine is effective to add to my article. The article provides information on how creatine should be taken, this was added to my argument to help determine a safe dosage. I also found a few more negative effects to add to my rebuttal.

  1. Adhihetty PJ, et al. “Overview.” Penn State Hershey Health Information Library, Penn State Hershey, 1 Jan. 2017.

Essential Content of this Article: Provides a brief description of creatine. Also provides the many benefits of creatine and even some ways that creatine can cure certain diseases/illnesses. The article gives an informative list of the ways creatine can be effective to athletes/bodybuilders. It also explores precautions surrounding creatine and how it should be taken.

How I Used It: I found out that creatine has the ability to help others with certain illnesses, and added that to my argument. I also looked at the precautions and the side effects and included that into my paper.

  1. Cooper, Robert, et al. “Creatine Supplementation with Specific View to Exercise/Sports Performance: an Update.” Journal of the International Society of Sports Nutrition, BioMed Central, 20 July 2012.

Essential Content of this Article: Explains how creatine works and that it is naturally produced in our bodies. This article also provides the science behind it, and more information about how it is made up chemically. It also explores the effects of creatine in certain cases(Skeletal Muscular Hypertrophy, Aerobic/Anaerobic exercise, etc).

How I Used It: I used this information in my paper to show how creatine affects the body in many different ways. I used this article to give a more in-depth explanation of how creatine works. I also used this article to describe how creatine affects aerobic/anaerobic exercise. This provided both good and bad sides to my argument.

Bibliography- alaska

1. King, Deborah A. and Kenneth Heller. “Depression and the Response of Others: Is the Effect Specific?.” Journal of Abnormal Psychology, vol. 95, no. 4, Nov. 1986, pp. 410-411. EBSCOhost.

Background: This article discusses an experiment they did with depressed patients talking to college students and how the college students helped the patients get their minds off of their depression.
How I used it: I used this article to prove the response depression gets.

2. Beck, Aaron T., and Brad A. Alford. “Depression: Causes and Treatment.” 2nd ed., Philadelphia, University of Pennsylvania Press, 2009. JSTOR.

Background: This article gives the definition of depression and also gives the causes and some treatments they use. to treat depression
How I used it: I used this article to prove the most common causes and treatments for depression.

3. “Residual Symptoms at Remission from Depression: Impact on Long-Term Outcome.” Journal of Affective Disorders, Elsevier, 11 Apr. 2003.

Background: This article shows how the long term outcomes of depression are shown with the people around them.
How I used it: I used this article prove the impact depression has on the people around them.

4. Muñoz, R.,F., Yu-Wen, Y., Bernal, G., Pérez-Stable, E.,J., Sorensen, J. L., Hargreaves, W. A., Miller, L. S. (1995). “Prevention of depression with primary care patients: A randomized controlled trial.” American Journal of Community Psychology, 23(2), 199-222.

Background: This article talks about ways to prevent depression and how a study was done to prove their ways.
How I used it: I used this article to prove ways to prevent depression if they see it early on.

5. Zimmerman, Mark and William Coryell. “The Inventory to Diagnose Depression (IDD): A Self-Report Scale to Diagnose Major Depressive Disorder.” Journal of Consulting and Clinical Psychology, vol. 55, no. 1, Feb. 1987, pp. 55-59. EBSCOhost.

Background: The article shows how doctors scale a diagnoses and how they treat that people with the certain diagnoses.
How I used it: I used this article to prove diagnoses of depression. Shows how they diagnose someone with depression.

6. Tracy, Natasha. “Causes of Depression: What Causes Depression? – Causes – Depression.” HealthyPlace.

Background: This article shows what causes depression in most people.
How I used it: I used this article to prove what causes depression.

7. Tracy, Natasha. “What Caused the Depression? – Causes – Depression.” HealthyPlace.

Background: This article shows what causes depression and what is the most common type of depression.
How I used it: I used this article to prove what is the most common causes of depression are.

8. “Depression In Teens.” Mental Health America, 8 Dec. 2016.

Background: This article shows how teens get judged when they say they have depression.
How I used it: I used this article to show how society views depression.

9. Gregory N. Clarke, Mark Hornbrook, Frances Lynch, Michael Polen, John Gale, William Beardslee, Elizabeth O’Connor, John Seeley. “A Randomized Trial of a Group Cognitive Intervention for Preventing Depression in Adolescent Offspring of Depressed Parents.” Arch Gen Psychiatry. 2001;58(12):1127–1134.

Background: This article shows young kids how to cope with parents that have depression so they don’t struggle with it later in life too.
How I used it: I used this article to prove how to help prevent depression at an early age.

10. Reivich K., Gillham J.E., Chaplin T.M., Seligman M.E.P. (2013) “From Helplessness to Optimism: The Role of Resilience in Treating and Preventing Depression in Youth.” In: Goldstein S., Brooks R. (eds) Handbook of Resilience in Children. Springer, Boston, MA.

Background: This article shows how to prevent depression in young people.
How I used it: I used this article to prove that there are ways to prevent depression.

11. “Depression.” Merriam-Webster, Merriam-Webster.

Background: Merriam-Webster gives the definition for depression.

How I used it: I used this to show what others define  depression as.

Annotated Bibliography-LifeisSublime

1.Pieterse, Pieternella and Tom Lodge. “When Free Healthcare Is Not Free. Corruption and Mistrust in Sierra Leone’s Primary Healthcare System Immediately Prior to the Ebola Outbreak.” International Health (1876-3413), vol. 7, no. 6, Nov. 2015, pp. 400-404. EBSCOhost, doi:10.1093/inthealth/ihv024.

Backgroud:  This article explains the distrust that people have towards the government, specially after the Ebola breakout.

How I Used It: I used this to show the reader that the people have already started distrusting the healthcare system ran by our government.

2. Ross, Millar, et al. “It’s All about the Money? A Qualitative Study of Healthcare Worker Motivation in Urban China.” International Journal for Equity in Health, vol. 16, 07 July 2017, pp. 1-9. EBSCOhost, doi:10.1186/S12939-017-0616-9.
Background: This study shed light on the doctors perspective when it comes to helping patients.

How I Used It: I used this to explain to the reader that the doctors are not the ones corrupting the healthcare system; it’s not them that decided the insurance rates.

3. Himmelstein, David U. and Steffie Woolhandler. “Trumpcare or Transformation.” American Journal of Public Health, vol. 107, no. 5, May 2017, pp. 660-661. EBSCOhost, doi:10.2105/AJPH.2017.303729

Background: This article talked about the changes that Donald Trump wants to make to healthcare.

How I Used It: I used it to explain all the changes that our current president would like to make on healthcare, and the outcome that will come of it.

4. Bandler, Aaron. “9 Biggest Problems With Trumpcare.” Daily Wire, The Daily Wire, 8 Mar. 2017, http://www.dailywire.com/news/14226/9-biggest-problems-trumpcare-aaron-bandler#.

Background: Article is about 9 big problems with the new healthcare President Trump is trying to pass called Trumpcare.

How I Used It: This information was used to make the argument that Trumpcare would not be good for the people of this nation. Taxes would go up, insurance rates would skyrocket, and there will be families without healthcare.

5. Partanen, Anu. “The Fake Freedom of American Health Care.” The New York Times, The New York Times, 18 Mar. 2017, http://www.nytimes.com/2017/03/18/opinion/the-fake-freedom-of-american-health-care.html

Background: This article is exploding healthcare for being a money making profit not rather than a system to help the people as promised by our government. It gives a list of why the “freedom” isn’t real.

How I Used It: I used this to help back up my point on the promise that the government has broke with our people. I used it to help give a definition of the word freedom and how that word doesn’t describe our healthcare.

6. Brownlee, Shannon, and Vikas Saini. “Corrupt Health Care Practices Drive Up Costs And Fail Patients.” The Huffington Post, TheHuffingtonPost.com, 26 May 2017, http://www.huffingtonpost.com/entry/corrupt-health-care-practices-drive-up-costs-and-fail-patients_us_59286dd9e4b053f2d2ac51f0.

Background: This article is about the prices of health insurance rising and the effect it has on patients.

How I Used It: I used this article to explain the morals the government has when it comes to it’s people and money. Proving the point that the government rather have more money in their pockets even if it’s at the expense of people’s health/life.

7. “This is how American health care kills people.” The Week – All you need to know about everything that matters, 19 Jan. 2017, theweek.com/articles/666799/how-american-health-care-kills-people.

Background: This article is also about how the healthcare system is harming the people of the public. It explains that the end result of not being able to afford health insurance could be death.

How I Used It: I used this article to back up my statement on the government having no morality when it comes to the people they are here to serve. Money is more important because people are dying as a result.

8. Hoffman, Daniel R. “How today’s corrupt health care system is about to get worse.” Philly.com, 5 Dec. 2016, http://www.philly.com/philly/blogs/healthcare/How-todays-corrupt-health-care-system-is-about-to-get-worse.html.

Background: This article explains the decline of the American Health care system. It compares it to other countries and how it was in previous years to show it’s decline.

How I Used It: I used this article to show the reader that the health care system isn’t improving even though politicians want to say that it is. This article helps with factual evidence that even though we claim to be the best, we aren’t.

9. Groopman, Pamela Hartzband And Jerome. “How Medical Care Is Being Corrupted.” The New York Times, The New York Times, 18 Nov. 2014, http://www.nytimes.com/2014/11/19/opinion/how-medical-care-is-being-corrupted.html.

Background: This article talks about the corruption of the healthcare system and how it is effecting the care that people receive due to it.

How I Used It: I used this article to futher prove my point that this isn’t just money corruption but corruption of the people. People are getting hurt, more sick, and losing their lives over the health care system wanting to make more money.

10. “Ten Reasons Why American Health Care Is so Bad.” The American Prospect, prospect.org/article/ten-reasons-why-american-health-care-so-bad

Background: This article talks gives 10 reasons on why the American health care system is not a good one to be in place. It explains the outcomes of the healthcare system and why it needs to be changed.

How I Used It: I used this article to show my readers that the health care system needs to change to something better for the people that will be more efficient and less costly.

Annotated Bibliography

Source one: Anderson, Terry H. Movement and the Sixties. Oxford University Press. 1995

Essential context: This source gave insight on the way of the sixties, between black Americans and law enforcement officials.

How I used it: I used this to explain how no matter what black Americans did in the 1960’s there was always rioting, and there was always police brutality going on in some way, shape or form.

Source two:

Little, Becky. “Why the Star-Spangled Banner Is Played At Sporting Events.” Why theStar-
Spangled Banner Is Played At Sporting Events – History in the Headlines. N.p., 25 Sept.
2017. Web. 29 Oct. 2017. .

Essential context: The essential context of this essay was to give the origin of the Star Spangled Banner, and why it has such importance to us as Americans.

How I used it: In my essay, I used this source to explain the importance of the anthem at sporting events, and it also gives background information on how why the anthem is such an important part of our history.

Source three:
http://writing.byu.edu/sites/default/files/writing150contest/opinion_editorial_5.pdf

Essential Context: This article talks about how the protest started, and gave Collin Kaepernicks view and the reasons that he started the protest. It also gives insight on the reasons the protest started.

What it proves: This source gives us more information on what the protest is, and the origin of protesting. This article further explains Collin Kapernicks whole view on it, and why he even started the protest in the first place.

Source four: The song “Proud to be an American” By Lee greenwood
https://www.azlyrics.com/lyrics/leegreenwood/proudtobeanamerican.html

Essential context: talks about what it means to be an american, and how proud we should be as a nation. It is unspoken that we as Americans have a devoted love to their country, and writing this song was just one of the many ways that we as Americans show our love to the flag and our country.

What it proves: How much pride some people have in the country, that they decided to make a song showing it. The song has lines like “And Ill proudly stand up” talking about standing up and fighting for the country that they love.

Source five: https://www.usatoday.com/story/sports/nfl/2017/10/15/nfl-players-protests-national-anthem-kneeling/765957001/

Essential Context: This article talks about the 49ers still protesting, and gives Roger Goodell’s (The NFL commissioner) statement on the matter. Roger Goodell states that he supports the players right to peacefully protest, but he does not want it to effect the attendance at football games.

What it proves: It proves that kneeling has become a big issue dealing with patriotism in the country, and even after statements from the commissioner have been released, players are still doing it because they feel so strongly.

Source Six: http://www.intellectualtakeout.org/article/tony-dungy-speaks-out-nfl-players-kneeling-during-national-anthem

Essential Context: This arctic;e gives insight on what a retired coach in the NFL would have done with the situation. Tony Dungy, a soon to be hall of fame coach, states that he would be okay with his players protesting for a cause, and if they could explain that cause to him he would support them. Dungy states that many NFL players are basically kneeling because others are kneeling, and have no clue the cause they are protesting.

What it proves: This proves to me, that a person that has seen the inner workings of the NFL, and knows player interactions extremely well, is saying that a lot of players are not protesting for the purpose intended in the first place, and that Kaepernick’s intended purpose is still ambiguous.

Source seven: http://www.ushistory.org/us/54d.asp

Essential context: This source explains the peaceful protests that took place during the Civil Rights movement back in the 1960’s. This particular protest was a sit-in, where black americans would go to a whites only diner, and patiently wait to be served. They sat through threats, and racial slurs, and waited for service from the establishment.

What it proves: This proves that Kaepernick’s peaceful protest is not the first time one was used. This is just the first time that someone has done it during a time that everyone should be respectful.

Source eight: https://www.huffingtonpost.com/entry/colin-kaepernick-police-killings-black-americans_us_599c4099e4b04c532f447939

Essential context: This post gives a lot of insight on the issue of Kaepernick’s protest as it relates to police brutality in America. It gives data on the amount of blacks killed compared to other Americans in the United states. The article also states “African-Americans make up roughly 13 percent of the country’s population ― meaning they are far more likely to die at the hands of police than white Americans, even though more white people are killed by law enforcement overall.” 

What it proves: This Source proves that out of 963 people shot and killed by law enforcement officers in 2016, only 233 of them were black Americans. This shows that black Americans do not make up an extremely significant amount of people shot in this country day by day. Even though they have a higher likelihood of being shot, there are still more white people that are killed each year.

Source nine: https://nypost.com/2017/09/26/all-that-kneeling-ignores-the-real-cause-of-soaring-black-homicides/

Essential context: This source gives data on black on black crimes, or causes of deaths of blacks that are not because of police officers or white people.

What it proves: Since the black lives matter protest in the NFL, the number of black Americans being killed by other black Americans has increased by 900 from 2015 to 2016.

Source ten: https://www.smithsonianmag.com/smithsonian-institution/long-painful-history-police-brutality-in-the-us-180964098/

Essential context: This source explains that police brutality has been an ongoing problem in our country for many years now, dating back to at least the 1950’s and 1960’s. This article gives us the example of Philando Castile, and how he was fatally shot by police after telling officers that he had a licensed weapon in the car. The source also gives visuals of signs from the civil rights movement in the 60’s saying “We demand an end to police brutality NOW!”

What it proves: This source proves that police brutality has been an ongoing problem in our country, and sometimes the shootings by police are unwarranted. In Phalando’s case, he was just telling officers that he did have a gun in the car, and did not reach for it (as seen on the cruisers dash cam.)

Source eleven: http://www.apnorc.org/projects/Pages/HTML%20Reports/law-enforcement-and-violence-the-divide-between-black-and-white-americans0803-9759.aspx

Essential context: This source provides a poll, giving American’s opinions on police brutality in America. Both blacks and whites said that “Many Americans, both blacks and whites, say that violence against police is also an extremely or very serious problem in the United States. And half of all Americans, regardless of race, say fear caused by the physical danger that police officers face is a major contributor to aggression against civilians.”

What it proves: This poll shows that police are putting fear in Americans, where the should be there to protect and serve, and not to put fear into people.

Source twelve: “Tony Dungy Speaks Out on NFL Players Kneeling During National Anthem.” Intellectual Takeout, http://www.intellectualtakeout.org/article/tony-dungy-speaks-out-nfl-players-kneeling-during-national-anthem.

Essential context: The essential context of this article gives insight on how an NFL coach, that was around the game and the players for a very long time, would handle the kneeling situation

How I  used it: This article is a great source because Tony Dungey, a retired NFL coach and future Hall-of-Famer, gives his insight on what he would have done with his team in the situation, and implied that some NFL coaches are not handling this situation in the correct manner.

Source thirteen: “Philando Castile Killing: Police Video Sparks Outrage.” Philando Castile Killing: Police Video Sparks Outrage | USA News | Al Jazeera. N.p., n.d. Web. 29 Oct. 2017. .

Essential Context: This source gives the facts about the blatant murder of Philando Castile, who was killed by a police officer.

How I  used it: I used this source as an example of how police brutality is alive and well today. I  gave the details of this source to really depict the fear that some police officers have of black Americans, so much to the point where they will shoot an innocent black man because they felt threatened by the fact the victim explained he had a concealed weapon, and was licensed to carry it.

Source fourteen:“The Lyrics.” NMAH | The Lyrics, amhistory.si.edu/starspangledbanner/the-lyrics.aspx.

Essential context: The lyrics of the Star Spangled banner

How I  used it: I used this source’s lyrics in my essay at the ending of my opening paragraph to bring up a counterintuitive Idea of our country being “the land of the free” and having black Americans living in fear.

Source fifteen: Babwin, Don. “1918 World Series Started the U.S. Love Affair with National Anthem.” Chicagotribune.com, 4 July 2017, http://www.chicagotribune.com/sports/baseball/ct-wrigley-field-national-anthem-20170703-story.html.

Essential context: This source gives the origin of the National Anthem during sporting events, and how the bombing in Chicago, the city which the world series was being played in, made morale in the city low. The Navy band that attended the game played the Star Spangled banner during the seventh inning stretch and all of america loves this and made it a tradition.

How I used it: I used this source to explain the origin of the Star spangled banner, and to give reasons on why it should be respected.

Source Sixteen: Berr, Jonathan. “NFL National Anthem Protest Denting Ticket Sales.” CBS News, CBS Interactive, 29 Sept. 2017, http://www.cbsnews.com/news/nfl-national-anthem-protest-denting-ticket-sales/.

Essential Context: This source provided information from TicPick and TicketCity that NFL ticket sales declined after Kaepernick’s Kneeling.

How I  used it: I  this to show that Ticket sales for two different distributers declined drastically after Kaepernick’s kneeling.

Source seventeen: Personal Interview

Essential context: My father and I  had an interview, talking about the way football used to be, and also why he enjoys watching the games on Sunday.

How I  used it: This source was helpful for m paper because it allowed my to put a personal touch on it, and allow me to incorporate the opinions of a person who is close to me, and also has been around the game for generations.

Source eighteen: Branch, John. “Please Rise for Our National Anthem — If You’Re Not Too Busy.” The New York Times, The New York Times, 1 Oct. 2017, http://www.nytimes.com/2017/10/01/sports/football/nfl-anthem-protest.html.

Essential Context: This NY times article gave the tweet that President Trump released on kneeling before the football games”

How I used it: I used this source to show that the kneeling in the NFL before games for the national anthem got so bad to the point where the president had to get involved, and gave the protest attention.

Source nineteen: Classroom, Physics. “Newton’s Third Law.” The Physics Classroom, http://www.physicsclassroom.com/class/newtlaws/Lesson-4/Newton-s-Third-Law.

Essential Context: This site gives Newton’s third law, which is pretty well known

How I used it: I used this to give an example of cause and effect, and how every action has an equal and opposite reaction

Definition Argument – ChandlerBing

Learning is a complex process in which the learner constantly changes their internal understanding of how the world around them functions. The learner, most of the time, is unable to come to conclusions on their own and they need guidance from an effective instructor. To be an effective teacher, an educator must be open-minded, positive, organized, and resilient. A student that has an ineffective teacher for one year can set the student back up to three years. Traditional teaching styles have a ‘one-size-fits-all’ approach in their curricula. The belief that all students learn at the same pace is simply not true. Each individual student has their own needs and understandings. Some students can understand the material with no problem, others need a push to get their gears turning. There are many different types of students that shine through diverse aspects of learning. For example, a student may understand a chapter of Pre-Calculus simply by reading through their textbook’s chapter. However, their peer may attain the material stronger with a visual, or hands-on approach. Each student has different past experiences that have molded how they learn, therefore, educators must throw away the one-size model and adapt to their student’s needs.

Teachers need to challenge the suppositions of their students for them to develop free thinking. In a middle school classroom, a teacher asked students to read a poem and interpret the first two lines of the poem. The first student gave her answer, but the teacher told her that was not what the author meant. When a second student answered, the teacher reminded her that she was only supposed to interpret the first two lines. When the teacher asked if anyone in the class had other ideas, not one raised their hands. This teacher conveyed to the students that there is one answer and one answer only. And only she knew the correct answer. This learning style hinders creativity, and forces students to think in a black and white matter. After the first two students were told they were wrong, the task became to find out what the instructor thought of the poem, ultimately restricting free thinking.

In a more effective environment, a 9th grade teacher asked his students to evaluate the effects of temperature and muscle movement. The students were given buckets of ice water, gauges to measure finger grip strength, and other various items to help them in their experiments. The teacher then asked a few guiding questions and let the students begin. The teacher walked around the class asking different questions to each group depending on the activities that were being performed. Even when the students were correct in their findings, the teacher challenged these suppositions and asked them to elaborate on how they got to their conclusions. The groups shared their findings with the rest of the class and some students requested to come back later that day and complete their experiments. This teacher provided guidance to the students, never giving them the answers and never telling them that they were wrong. These methods used provided the students with a deeper understanding of the material. The student’s interests were high which led them to be more engaged in the lesson and even wanting to return to their experiments at a different time.

The typical American classroom is set up for the teacher to do all the talking. A classroom is no longer revolved around learning and understanding. Moreover, students are restricted to simple memorization, left with no room for creativity or pleasure.  Educators jettison information to students and expect them to memorize key points in the lecture. The lectures are almost always in-line with the textbook used for that class. In these classrooms, students learn only one view to complex issues, inhibiting students to view the issue from all aspects of the spectrum. For example, Christopher Columbus is often taught as a respected explorer in search for a new world. The idea that Columbus enslaved thousands of Natives and eradicated most of them by bringing new diseases over, is rarely taught in the classroom. Educators must provide students with broad concepts to ponder so that they pose their own questions.

Students must take charge in their own learning. When an instructor stands in front of the classroom and lectures for the whole class period, they are essentially giving students the answers without a clear meaning. Allowing the students to interact with one another provides an effective route to the lead objective. As previously stated, all students bring their own experiences with them to the classroom. In one classroom, students were put in groups of five or six to discuss artifacts from Egypt. As the students examined the artifact, they discussed the possibilities of the different functions these objects may possess. The students were understanding the main function of the object because they were all bringing their past experiences to the light. Essentially, these students were teaching each other, working together toward a common goal.

Evaluation of student learning is difficult to measure through pen-and-paper assessments. Some students become anxious during a high-stakes test, fearing that they will fail. On the other hand, simple interaction with a student in the classroom setting is a more effective way to measure what the student understands about the lesson. In the state of New Jersey, students that graduate in the year 2021 and beyond must achieve passing scores on the Partnership for Assessment of Readiness for College and Careers (PARCC) English 10 and Algebra portions to graduate. The teachers must prepare students for these exams, and by doing so they align their curriculum with concepts most likely to appear on the assessments. The students are just memorizing key concepts to increase their test taking skills.

Traditional teaching styles are a method of the past and have proved to be ineffective. Educators must shift their teaching methods to a more effective standard. Students should be encouraged to deeply understand the material instead of memorizing terms. This allows students to apply learned concepts in the classroom to their everyday lives. Their backgrounds form who they are as a learner and educators need to adapt their curriculum to challenge student supposition and promote creativity along with free thinking. As an educator, it is their job to guide them to the answer. A third-grade student wrote to his teacher, “You are like the North Star for the class. You don’t tell us where to go, but you help us find our way.”

 

Works Cited

Brooks, Martin. Brooks, Jacqueline. “The Courage to Be Constructivist.” The Constructivist Classroom. vol. 57, no. 3, 1999, pp. 18-24.

http://www.ascd.org/publications/educational-leadership/nov99/vol57/num03/The-Courage-to-Be-Constructivist.aspx. Accessed 28 Nov. 2017.

 

Brooks, Martin, and Jacqueline Brooks. In Search of Understanding: The Case for Constructivist Classrooms. Association of Supervision and Curriculum Development. 1993. http://www.ascd.org/publications/books/199234/chapters/Honoring-the-Learning-Process.aspx

Annotated Bibliography- branxmad

1. “ADHD and the Autism Spectrum.” ADDitude, 17 Nov. 2017, http://www.additudemag.com/autism-aspergers-adhd-symptoms-in-children/.

Background: This article shows a possible link between autism and ADHD due to similar or overlapping symptoms.

How I used it: A child with noticeable signs of autism may show symptoms of ADHD, but that does not mean that a child with ADHD has autism.

2. “A True ADHD Epidemic or an Epidemic of Over diagnosis?” Psychiatry Advisor, 11 Mar. 2016, http://www.psychiatryadvisor.com/adhd/a-true-adhd-epidemic-or-an-epidemic-of-overdiagnosis/article/429034/.

Background: Questions the accuracy of an ADHD diagnoses and the frequency at which it is diagnosed.

How I used it: To explain how young children and toddlers get misdiagnosed because of their behaviors at the age they’re at. The prevalence rate of diagnosing ADHD has increased, even for child how are not positive for ADHD.

3. “Problems of Over diagnosis and Over-prescribing in ADHD.” Problems of Overdiagnosis and Overprescribing in ADHD | Psychiatric Times, http://www.psychiatrictimes.com/adhd/problems-overdiagnosis-and-over-prescribing-adhd.

Background:  This article discusses the controversy of misdiagnosing a child and/or over-diagnosing a population of children with ADHD and prescribing stimulant medications to children who may not need it.

How I used it: To discuss how children that do not have ADHD get prescribed treatment medications just as often as children who actually do have it.

4. Gender Differences in Attention-Deficit Hyperactivity Disorder (ADHD) CPANCF.COM, cpancf.com/articles_files/art_57attached_file.asp.

Background: Studies showing that boys tend to be diagnosed, or show symptoms of ADHD, more than girls do. Although, girls show symptoms of ADHD differently than boys. While boys’ symptoms are usually physically, girls may express symptoms emotionally.

How I used it: To prove that ADHD is more prevalent in boys than in girls.

5. “Cultural Issues in Diagnosis and Treatment of ADHD.” Journal of the American Academy of Child & Adolescent Psychiatry, Elsevier, 31 Dec. 2009, http://www.sciencedirect.com/science/article/pii/S0890856709667241.

Background: This article provides insight on how different cultures and ethnic groups treat disorders or illnesses, such as ADHD, differently than others. While certain countries might use different medicines or drugs to cure ADHD, sometimes it can lead to substance abuse. In some cases, a treatment is not given at all.

How I used it: When symptoms of ADHD arise in a young child, their cultural or ethnic background could greatly determine how they are treated, if at all.

6. Attention Deficit Hyperactivity Disorder (ADHD): Dr. Raun Mel, media.pearsoncmg.com/ph/hss/SSA_SHARED_MEDIA_1/psychology/videos/MPL/Attention_Deficit_Hyperactivity_Disorder_ADHD_Dr_Raun_Mel.html.

Background: Description of different ADHD sub-types

How I used it: Explaining the possibility of one or more types of ADHD being present.

7. “What Causes ADHD? 12 Myths and Facts.” Health.com, http://www.health.com/health/gallery/0,,20441463,00.html#tv-or-video-games-0.

Background: Provided myth and facts of causes of ADHD

How I used it: Despite what the article says, I had a different belief to the cause of ADHD.

8. Ginsberg, Ylva, et al. “Underdiagnosis of Attention-Deficit/Hyperactivity Disorder in Adult Patients: A Review of the Literature.” The Primary Care Companion for CNS Disorders, Physicians Postgraduate Press, Inc., 2014, http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4195639/

Background: ADHD is under diagnosed and under treated, with the belief that it is co-morbid with other disorders

How I used it: I had to disagree with this article. Comorbidity may be true, but I don’t believe the disorder is under diagnosed.

9. “Attention-Deficit / Hyperactivity Disorder (ADHD).” Centers for Disease Control and Prevention, Centers for Disease Control and Prevention, 13 Nov. 2017, http://www.cdc.gov/ncbddd/adhd/data.html.

Background: Visual statistic representations of the amount of children in the US diagnosed with ADHD and how that numbers have increased.

How I used it: To prove that there is a growing population of children being diagnosed this ADHD.

10. Evans, W N, et al. “Measuring inappropriate medical diagnosis and treatment in survey data: The case of ADHD among school-Age children.” Journal of health economics., U.S. National Library of Medicine, Sept. 2010, http://www.ncbi.nlm.nih.gov/pubmed/20739076.

Background: A study showing how birth month has an impact on development of ADHD.

How I used it: To explain how the study is inaccurate and leads to being more inaccurate diagnosis of ADHD.

11. Morrow, Richard L., et al. “Influence of relative age on diagnosis and treatment of attention-Deficit/Hyperactivity disorder in children.” CMAJ : Canadian Medical Association Journal, Canadian Medical Association, 17 Apr. 2012, http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3328520/.

Background: Summarizing the amount of misdiagnosed cases of ADHD

How I used it: To prove that there is a problem over diagnosis

12. “ADHD in Adults.” Vyvanse, http://www.vyvanse.com/adhd-adult-symptoms.

Background: How ADHD affects adults

How I used it: To show how the symptoms of ADHD in adults

 

Annotated Bibliography-Flyerfan1974

  1. Hagel, Brent, and Willem Meeuwisse. “Risk Compensation: A.” LWW.

Background: This article explains a phenomenon called risk compensation and how it prompts humans to act more aggressively when they believe that they are protected. This will result in causing serious injuries to themselves and others. There are also parts on how risk compensation takes place in many other sports.

How I use it?: In my essay I use the information present in the article to introduce risk compensation to the reader. I do not just throw it at them, but I gradually give them information one sentence at a time; using examples from many different sports.

2. McIntosh, A S, and P McCrory. “Effectiveness of Headgear in a Pilot Study of under 15 Rugby Union Football.” British Journal of Sports Medicine, British Association of Sport and Exercise Medicine, 1 June 2001.

Background: This article presents a study about risk compensation in rugby. Out of 294 players, only 9 received concussions, and 7 of these 9 were wearing head gear.

How I used it?: In my essay, I use the information found in this article to give hard scientific evidence to prove risk compensation. The data also proves my thesis that headgear causes athletes to cause more damage to themselves. It has not tested in the sport of football, but the next closest thing to it.

3. What is CTE? Concussion Legacy Foundation, 30 Aug. 2017,

Background: This article gives us insight on what CTE is. Chronic Traumatic Encephalopathy is a degenerative disease that affects a persons brain. Proteins called Tau form and destroy brain cells. CTE causes people to develop dementia at an early age, and causes people in most cases to become suicidle.

How I used it?: I used the information in this article to illustrate to the reader what CTE is and what it does to humans. I also wanted to show the tragic events that it causes.

4. “NFL Concussions Fast Facts.” CNN, Cable News Network, 16 Nov. 2017,

Background: This article gives symptoms of concussions, statistics on concussions in the NFL, and a timeline of concussion related instances in the NFL.

How I used it?: This article shows how many concussions are reported in the NFL in past years, and a time line to show what is happening. I used the information to update my reader on what has been happening for years.

5. Emanuel, Daniella. “CTE Found in 99% of Studied Brains from Deceased NFL Players.” CNN, Cable News Network, 26 July 2017, 

Background: The article discusses how CTE has been found in almost all of the brains of deceased players who have played in the NFL.

How I used it?: I used the information present to show how almost every former player is being diagnosed with CTE. This shows how the changes the NFL is making is not helping the battle with brain trauma, and how there is a need for a huge change.

6. Branch, John. “ESPN Football Analyst Walks Away, Disturbed by Brain Trauma on Field.” The New York Times, The New York Times, 30 Aug. 2017,

Background: This article talks about how ESPN football broadcaster Ed Cunningham quit his job because of all the brain trauma in the sports. Cunningham a player himself, tells his story about how he cannot stand to watch players retire early due to health concerns.

How I used it?: I use this example to show how concussions in football is affecting people who are not just playing it right now. Ed Cunningham did play football, but this just adds to his worrying of the dangers of the game.

7. Stinson, Elizabeth. “This Flexible Football Helmet Wants to Save Your Brain.” Wired, Conde Nast, 3 June 2017, 

Background: This article discusses how a company called Vicis developed the Zero 1 helmet. This new state of the arc helmet is more flexible and it absorbs hit, protecting players brains.

How I used it?: I use this example to show how opposing parties feel that football is evolving more safely and how we do not need to take away helmets. I also highlight that since the players will feel more protected, they will hit harder and cause more injury.

8. Loria, Kevin. “Trump Suggested the NFL Is Being Ruined Now That It’s Addressing Brain Injuries – Here’s What Collisions Do to Players.” Business Insider, Business Insider, 26 Sept. 2017, 

Background: This article talks about how President Trump made a comment that assessed penalties for dangerous hits, ruin the game.

How I used it?: I used this as an example to show how people need to stop opposing changing the game of football when peoples lives are on the line.

9.Vinton, Nathaniel. “Concussions up 58% This Season in NFL Regular Season Games.” NY Daily News, NEW YORK DAILY NEWS, 29 Jan. 2016,

Background: The NFL has reported a 58% rise in head injuries since 2014.

How I used it: I used this article to show how our efforts are not working since head injuries are increasing these past 3 years.

10. Brad Gagnon Nov 3, 2017 . “NFL 2017 All-Injured Team Is Loaded with Pro Bowl Players at Halfway Point of Season.” CBSSports.com, 3 Nov. 2017,

Background: This article discusses how we could make a whole team with the players that were injured this year.

How I used it: I use this article to show how many injuries happened this year and how we can make a whole team out of them. I also make a point to show that no position is safe from the violence of football.

11. Green, Edward C. “Edward C. Green – Condoms, HIV-AIDS and Africa – The Pope Was Right.” The Washington Post, WP Company, 29 Mar. 2009,

Background: This article discusses how Pope Benedict XVI discussed that condom distribution in Africa was hurting and not helping. Also how risk compensation plays a role in the HIV-AIDS epidemic .

How I used it: I use this article to help my reader with an example of risk compensation outside of sports.

 

2. Annotated Bibliography- Yoshi

  1. Brooks, Rosa. “America’s Police Problem Isn’t Just About Police.” Foreign Policy, Foreign Policy, 5 Jan. 2016, foreignpolicy.com/2016/01/05/americas-police-problem-isnt-just-about-police-guns-violence/.

Background: This article explains how cops are not the problem with America’s police problem. It explained more about how America has a violence problem, and how police are trained to be the way that they are. There was a paragraph that explained America’s police problem, and explained how police treat people the way they do because of their training.

How I Used It: This article provided me with examples of bias police training tactics, and statistics on America’s gun population. I used this to explain why more white people get shot over black people, even though black people are still more mistreated by police.

  1.  Juzwiak R, Chan A., Unarmed people of color killed by police, 1999-2014. Gawker. 2014. Available at: http://gawker.com/unarmed-people-of-color-killed-by-police-1999-2014-1666672349. Accessed March 30, 2015.

Background: This Article summarizes stories of the lives of certain black men that died because of a police encounter. 

How I Used It: This article provided me with specific stories of police encounters with these black men. I used it to give an example of how police mistreat black people. In one incident I used to show how cops use an excessive amount of force is a young boy, Powell. He had stole some energy drinks, and the police were responding to that call. The police claim he was holding a knife with an over hand grip, but in the video Powell was not even close to the officers; nor was he posing a threat of any kind. His hands were by his side and he was walking, the police shot him within 15 seconds of arriving to the scene. 

  1. Adams, Kenneth, Geoffrey P. Alpert, Roger G. Dunham, Use of Force By Police: Overview of National and Local Data Series [Research report]. Washington, DC: U.S. National Institute of Justice.

Background: This article examined the data for evidence of bias police use before shooting.  This article also focused on perception of threats towards police officers.
How I used it: I used this article to explain how the word threat is too broad, and why police officers overuse the word in order to justify their actions.

How I Used It: I used this article to introduce the topic in my paper. I explained how police violence has been a concern for decades now. Some police officers obtain biased attitudes toward minorities. Researchers have demonstrated that less conscious attitudes also influence police behavior.

  1. Black, D. (1976). The behavior of law. New York: Academic Press. Google Scholar. http://journals.sagepub.com/doi/pdf/10.1177/0734016805275675

Background: This article examined why suspects resist arrest. They found that suspects arrested in police beats characterized by a disproportionate number of calls for service were more likely to resist.

How I used it: I used this article to explain how black people resist arrest in fear that they are going to be killed. White suspects were less likely to resist arrest from Black and Hispanic officers. There is racial sensitivity, White suspects do not resist out of fear. People who reside within the city are more likely to resist than outsiders, but familiarity with the police in a given area could make suspects more comfortable deciding to resist arrest.

  1. Graham, David A. “The Mysterious Death of Freddie Gray.” The Atlantic, Atlantic Media Company, 22 Apr. 2015, http://www.theatlantic.com/politics/archive/2015/04/the-mysterious-death-of-freddie-gray/391119/.

Background: This explains the unanswered questions about Freddie Gray’s death. Gray died from spinal injuries due to the officers force against him. Once he got to the police station he could not move or talk. Gray did not resist arrest, but he was shouting explaining how his legs hurt. Officers still continued to drag him into a van, and take him to the station. There was no proof of what happened on the way to the station, but officials say the van must have stopped twice before they got to the station. The website also includes a video of the incident.

How I Used It: I used this article to continue to explain how police use an excessive amount of force. Gray did not resist arrest, and he was posing no form of threat. There was also no clear reason as to why Gray was getting arrested, which I also used to my advantage in demonstrating how cops pick out black people when arresting people. His leg was broken, and the officers continued to pull him into the van. Gray has asthma and requested his inhaler, but he was ignored. The broken leg or asthma didn’t kill him an injury to the spinal cord is what killed Freddie Gray.

  1. Klinger DA. On the Problems and Promise of Research on Lethal Police Violence: A Research Note. Homicide Studies. 2012;16(1):78. http://journals.sagepub.com/doi/pdf/10.1177/1088767911430861

Background: This article showed a little information about how frequently police officers shoot citizens, or are involved in any sort of interaction in which citizens die. Researchers use the data on fatal police violence in different analysis. 

How I Used It: I used this article to show how it isn’t right to count citizens killed by police bullets to show how many citizens were killed by deadly force. This website helped me explain how gun shots are not the only way of deadly force. This website discusses different way to avoid the death of a citizen, and ways for officers to avoid using excessive force. Police are taught to intentionally miss their target, or they shot their target but not intention to kill them. It is obvious when a police intends to use force because they usually shot their target in order to kill them. 

  1. “Police Misconduct: Experience and Perception.” Cato Institute, CATO Institute, www.cato.org/policing-in-america/chapter-3/police-misconduc-experience-and-perception.

Background: This experimental data demonstrated how police physically mistreat minorities. 

How I Used It: I used this to help prove that police do not always feel threatened, they are just more likely to mistreat a black american. A survey conducted found that 57% of Americans thought that citizens’ failure to cooperate with police during a stop was a “major reason” for police use of force. RAI determines if you are going to be rude to an officer or not. If you are nice to police they are nice to you. Black people tend to be mean to police which is why they get killed, this is still an excessive amount of force. Killing someone is not the proper way to end a situation. 

  1. Ekins, Emily. “11 Key Facts about Americans’ Attitudes toward the Police.” Learn Liberty, Emily Ekins. Web.

Background: This article showed and explained eleven key facts about the attitudes of Americans toward police officers, according to the CATO Institute’s research. 

How I Used It: I used this website to counter argue how most police believe Americans are anti-police, and that is why they fear them and use excessive force. There is no anti-police group in America. Most Americans do believe police use too much force, and most Americans actually fear police. Most Americans support that police should be investigated because for the most part they do use too much force. Americans also believe the police think they are above the law, and that they can do anything without getting in any trouble. 

  1. Lowery, Wesley. “Study Finds Police Fatally Shoot Unarmed Black Men at Disproportionate Rates.” The Washington Post, WP Company, 7 Apr. 2016. Web.

Background: This article explains a study that the research into fatal shootings by police has found that unarmed black men were shot and killed last year at disproportionately high rates, and that officers involved may be biased in how they perceive threats.

How I Used It: I used this article to provide examples of how officers are biased when perceiving threats, and how their training leads them to have a bias opinion. I used this to explain how in training some police pick up a bias, which they use to make unfair judgements. This website also helped me explain what a threat is, and how officers throw the word around. The men police have shot were unarmed and not posing any type of threat. 

  1. Makarechi, Kia. “What the Data Really Says About Police and Racial Bias.” The Hive, Vanity Fair, 14 July 2016, http://www.vanityfair.com/news/2016/07/data-police-racial-bias.

Background: This website shows several different studies that show police receive bias training, and that is what causes them to obtain a bias while working. It separates all the studies by sections. 

How I Used It: I used this to explain how police training is filled with bias opinions, and that is why so many unarmed black men are being killed. There was a section of studies that explains how people decide who to pullover. I used this data to conclude that police do profile people before pulling them over. I also used studies that showed a correlation between the use of force and the race of the victim. 

  1. Pages, The Society. “PATTERNS OF POLICE SHOOTINGS: One Year after Ferguson – Sociology Toolbox.” Sociology Toolbox PATTERNS OF POLICE SHOOTINGS One Year after Ferguson Comments, thesocietypages.org/toolbox/ferguson/.

Background: The article showed the pattern of police shootings after the shooting in Ferguson. This website also explains the death of Michael Brown and what exactly happened. 

How I Used It: I used this article to explain how over the years police have became more bias in their shootings. I also used this to explain incidents where police rely on deadly force when it isn’t necessary. Micheal Brown did not have a weapon on him, he was not a threat. Samuel DuBose did not have a weapon on him, he was not a threat. A Mexican immigrant, Antonio Montes, was not a threat and he was shot. Police use their guns to solve problems way to often, when it is not needed. Not only a gun, Freddie Gray, was killed because of a broken neck by force while he was being detained. All of the victims of these patterns have two things in common; they were killed because of excessive force and they were all minorities. 

  1. Pages, The Society. “POLICE KILLING OF BLACKS: Data for 2015, 2016, 2017 – Sociology Toolbox.” Sociology Toolbox POLICE KILLING OF BLACKS Data for 2015 2016 2017 Comments. Web.

Background: This website included different charts showing the data of police encounters with blacks, hispanics, and whites. It also included certain statistics about killings and concluded everything with sociological theory. 

How I Used It: I used this website to compare the number of whites to blacks harmed by police. I also used this website to explain how race matters when someone is killed by a police. In the data it is evident that whites are killed more frequently than blacks, but when you compare the number with the same proportion blacks are killed more often. If police didn’t victimize black people then we would expect to see the portion of each group equal to the general population. 

14. Swaine, Jon, et al. “The Counted: People Killed by Police in the United States – Interactive.”The Guardian, Guardian News and Media. Web. 

Background: This website shows data on police killings. The website allows you to explore white killings vs black killings. This websites allowed to pick a location, race, age range, etc. in order to find stories of specific incidents where victims were killed because of a police officer. 

How I Used It: I used this article to compare the killings of each individual I researched on, and compared them to a story of a white person that was killed just for my own personal information. I also used this website for certain statistics on killing per year. I went through and researched different people in order to gain information on their stories, and why they were killed. In all, I was attempting to find a correlation between certain killings compared to others. 

 

  1. Al Baker, J. David Goodman And Benjamin Mueller. “Beyond the Chokehold: The Path to Eric Garner’s Death.” The New York Times, The New York Times, 13 June 2015, http://www.nytimes.com/2015/06/14/nyregion/eric-garner-police-chokehold-staten-island.html.

Background: This article explains how Eric Garner died, and his life story. It explains the incident in detail from the video that was recorded. It also explains the thoughts and words of the sergeants that work with the officer, and the thought of his family members. This website breaks everything that happened that day down into mini sections, and explains and elaborates on each section.  

How I Used It: I used this essay to describe the excessive amount of force officers use. I used this website for the descriptions of Garner and for the back story of his life. This website helped me understand how the police encounter started. Garner was basically set up to get arrested, it wasn’t just a coincidence encounter. It also includes certain words of officer such as, “We have chase him before, what is a warning going to do?” This helped me defend my point about excessive violence. Garner was a peace keeper he never caused harm, and is nothing close to being a threat. Garner was pleading that he could not breathe, but the officer explained how Garner did not seem distressed and that is why he didn’t let go. The owner of the property, where Garner was killed, called the police to attempt to get Garner off his corner. He now says, “he will no longer call the city or the police to complain about the conditions around his building, as he had frequently in the months and years before Mr. Garner died. ‘The last time I called the cops, someone got choked to death,” he said. “Eric got killed because I called.’ ”

16. Dianis, Judith Browne. “What Really Killed Eric Garner Was More than Just a Chokehold.”MSNBC, NBCUniversal News Group, 5 Aug. 2014, http://www.msnbc.com/msnbc/what-killed-eric-garner.

Background: This article goes into detail on how Eric Garner was killed, and shows what the witnesses had to say about it. It explains what happened in court and the verdict, it also explains other incidents where the same thing has occurred in New York and what they need to do to stop it. 

How I Used It: I used this article to show police use an excessive amount of force even when there is no threat present. This article explains the life of Eric Garner, and it explains how he made money to support his kids and wife. The article explains the verdict and what happened in the court. It explains how officers are not allowed to use these types of chokeholds to subdue victims. The officer was aware that he was not allowed to use this type of chokehold, but he did anyway. The officer knew he was harming Eric Garner because of Garner claims that he could not breathe. Even though the Officer was in the wrong, the court claimed he was not guilty. 

 

17. nydailynews. “Eric Garner Video – Unedited Version.” YouTube, YouTube, 12 July 2015, http://www.youtube.com/watch?v=JpGxagKOkv8.

Background: This video shows the entire incident of Eric Garner’s death filmed by a witness on the street.

How I Used It: I used this video to have a better understanding of why Garner was killed. I used to to explain how the cops that arrested him were prepared to use force against him. There was three police officers against one man that was accused of selling a loose cigarette, Garner wasn’t even being violent. There wasn’t an intention to harm Garner, but the officers didn’t seem to car about him either. They completely ignored his declarations that he could not breathe. They continued to lay their body weight on him, while he was pushed against the ground, out of breathe, and posing no threat. 

 

18. Press, Associated. “Samuel DuBose Shooting: Second Mistrial Declared in Officer’s Murder Trial.” The Guardian, Guardian News and Media, 23 June 2017, http://www.theguardian.com/us-news/2017/jun/23/samuel-dubose-shooting-ray-tensing-trial-mistrial.

Background: This website demonstrates the story of Officer Tensing killing Samuel DuBose. It includes what was said and the verdict of what happened in court. It also includes other traffic stop incidents where an officer shot an innocent person. It also includes body cam video of what happened.

How I Used It: I used the video to understand what happened to the officer and DuBose in my point of view without the words of other people. I used it to demonstrate how cops react towards black people even when they are not posing a threat. DuBose began to drive away, but there was no need for Officer Tensing to shoot DuBose in the head. He claimed it was to stop his actions, but there could have been many other ways to stop DuBose’s actions without killing him. This video demonstrated preventable force that the officer used that killed DuBose.

 

Rebuttal Argument-Jadden14

The best supplements for natural athletes and bodybuilders include whey protein and creatine. Creatine, sold in powdered form, is commonly supplemented by both athletes and bodybuilders to improve their performance in the gym and on the field, in the case of athletes. However, in the eyes of the public, creatine is considered dangerous and should not be taken by college or high school athletes. So many concerns brought up by recent studies that the NCAA banned coaches from giving it to their athletes.

One of the largest concerns surrounding the creatine supplement is that it can produce more DHT in the body. For those who don’t know, DHT is an androgen that gives males their male characteristics. An excess DHT present in the body can lead to male pattern baldness, making creatine seem a little more harmful than it’s made out to be. In a study done by Stellenbosch University, rugby players were given creatine and had their androgens watched over a period of three weeks. The study astoundingly revealed that the athlete’s DHT levels sat at around 56% after seven days of creatine loading and around 40% above baseline during maintenance. A 56% increase is quite a large jump from when the subjects were not taking creatine, and a scary amount to increase over such a small time period. These results revealed a serious problem as creatine is a widely used supplement by many athletes and bodybuilders. People who have the genetic trait will be affected indefinitely, as there early hair loss will come even sooner. Many young adults who take the supplement could start to bald and it will branch off into other issues, like depression. With a serious condition like male pattern baldness, supplement companies should be warning their users and labeling their products to show this.

Another reason creatine is controversial is that in some studies, researchers found that in large doses it can cause kidney damage. More data from Medline Plus also revealed that in high dosages can lead to diarrhea and severe dehydration. The reason dehydration can occur is due to the fact that creatine forces the body to retain water weight. These problems were found when the user took more than 10 grams a day. On the labels of most creatine brands, it tells consumers not to exceed certain dosages, however, that doesn’t always stop them from doing so. Creatine leads to dehydration also can chain off into muscle cramping, which will greatly hinder your muscular strength and may often need to be massaged. Dehydration can cause dizziness in the gym, and in some cases people can black out from dehydration.  We can’t have our athletes passing out in the field. People will complain, games will have to be halted, and parents will freak out. For the most part dehydration can be avoided if used in normal dosages. Creatine, in a much larger dosage, can also lead to heart issues and liver issues as well. Athletes who do take higher dosages will ultimately be harmed later in life, but early signs of issues such as heart palpitations could be present. These are the types of issues we don’t want our athletes to face, especially with their bodies under the high load from sports.

For those looking to lose weight, creatine may not be the supplement for you. Creatine helps create lean muscle mass, but may add water weight in the process. In a study from the University of Louvain, “A review of the literature reveals a 1.0% to 2.3% increase in body mass, which is attributed to fat-free mass and, more specifically, to skeletal-muscle mass”. Some people will argue that creatine doesn’t affect weight loss or gain at all, but studies in most cases show that creatine adds weight. Creatine in athletes usually only adds about 2-5 pounds of weight varying per individual, but this can be seen as a negative effect for middle aged men and women who have difficulty losing weight, and don’t want to be excessively muscular. For bodybuilders and athletes, this will not be as big of an issue, as slimmer athletes will bulk up. This issue varies individual to individual, as some will care that they gained weight while with others it won’t even phase them. Regardless of what category you fall into, supplement companies make sure to label their products stating that water retention may occur and that you should drink lots of water while taking this supplement.  

Some studies on creatine revealed that some users experienced depression. A study from Examine.com says that creatine slightly decreases serotonin, a neurotransmitter found in the body. Seratonin can be linked to regulating a person’s mood or social behavior. This can really negatively affect athletes as if these symptoms take effect they can greatly hinder the player’s mindset and their performance, ultimately undoing the purpose of creatine altogether. This depression in time can also chain off into many other harmful side effects. Depression overall hinder a person’s willpower, and can lead to athletes losing interest in their sport. Another reason why the NCAA banned creatine from being handed out, as they knew if these symptoms were to occur, there would be no games to watch, just a bunch of sad players in a field.

Creatine as a whole has many good qualities, but after the research was done, also revealed many bad qualities as well. Most of these issues are associated with incorrect dosages, but there are still some side effects present if correctly dosed. Not to mention, there will always be people who will carelessly take it, and think that by “taking more” it will just enhance the effects. Based on the fact that creatine can still be taken by athletes, but not given by coaches, athletes may still take creatine if they think it will help them. As it stands now, I understand that the NCAA had to step in, creatine is a supplement that if taken, must be taken correctly, and carefully.

Works Cited

Examine.com. “Creatine Supplement.” Examine.com, Examine.com, 4 July 2017.

“Creatine.” University of Maryland Medical Center, 1 Jan. 2017.

van, J, et al. “Three Weeks of Creatine Monohydrate Supplementation.” Clinical Journal of Sport Medicine : Official Journal of the Canadian Academy of Sport Medicine., U.S. National Library of Medicine, 19 Sept. 2009.

Francaux, M, and J R Poortmans. “Side Effects of Creatine Supplementation in Athletes.”International Journal of Sports Physiology and Performance., U.S. National Library of Medicine, 1 Dec. 2006.