George Washington University Python Programming Language Exam Questions There are 30 multiple choice python questions I will upload one by one I don’t thin

George Washington University Python Programming Language Exam Questions There are 30 multiple choice python questions I will upload one by one I don’t think I can upload all in ones I will do the rest when you accept the of *Casebook: Do College Students Need Trigger
Warnings?
Safe Space
all are welcome to if
they feel triggered or upset by today’s
everts. Hate speech will not be appreciated
come
in this space.
Maguire 101
The Rose Fitzgerald Kennedy
Classroom
Trigger warning: this
event will contain discussions
of sexual assault and may
contait deny the experiences
of survivors
© Courtesy of Clare Booth Luce Policy Institute
These signs were posted outside the classroom where Dr. Christina Hoff Sommers, an author and
speaker for the Luce Institute, was giving a lecture called “What’s Right (and Badly Wrong) with
Feminism?”
Before the fall 2016 semester at the University of Chicago, John Ellison,
dean of students, sent incoming students a letter that affirmed the school’s
dedication to open discussion and rigorous intellectual debate on campus. In
his letter, Ellison wrote, “Our commitment to academic freedom means that
we do not support so-called ‘trigger warnings,’ we do not cancel invited
speakers because their topics might prove controversial, and we do not
condone the creation of intellectual ‘safe spaces’ where individuals can retreat
from ideas and perspectives at odds with their own.”
Ellison’s assertions — particularly with regard to “trigger warnings”
are not without their detractors. For example, some critics point out that
victims of sexual violence, physical abuse, or other traumas often suffer from
posttraumatic stress disorder. As a result, vivid texts and graphic images can
trigger panic attacks and other physical reactions. For this reason, instructors
need to provide trigger warnings (a note on the syllabus, for example) letting
students know that a book, a class discussion, or any other aspect of a course
could possibly provoke painful or disturbing responses. These warnings
enable students to prepare for — or, in some cases, avoid – potentially
traumatic material.
Critics such as Ellison disagree, however, saying that trigger warnings
treat students as if they are children who need to be protected from ideas that
may upset or offend them. They point out that the aim of education is to build
independent thinking by pushing students out of their comfort zones and
exposing them to ideas with which they disagree. In this sense, trigger
warnings as well as so-called safe spaces, speech codes, and microaggressions
(unintentional slights to marginalized groups), undercut the educational
mission of a university. They encourage conformity, stifle free speech, and
discourage the open inquiry that is necessary for true learning to take place.
The selections in this casebook examine trigger warnings from a number
of different perspectives. Geoffrey R. Stone charts the history of free speech
on college campuses in America and expresses his concern that this hard-
fought right might be slipping away. In “Trigger Warnings, Safe Spaces, and
Free Speech, Too,” University of Chicago senior Sophie Downes defines
important terms in the debate over trigger warnings and questions the
motivations behind the Ellison letter. Jennifer Medina’s “Warning: The
Literary Canon Could Make Students Squirm” provides an overview of the
debate, focusing on the role of trigger warnings in the context of course
material such as Shakespeare’s The Merchant of Venice, F. Scott Fitzgerald’s
The Great Gatsby, and Greek mythology. Finally, Soraya Chemaly makes the
point that trigger warnings are central to ongoing debates about “privilege”
and what constitutes the core canon.

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