Riddell, Kelly. "Chicago Crime Rate Drops as Concealed Carry Applications Surge." The           Washington Times 24 Aug. 2014: n. pag. Print.

This newspaper article explains the effect of a state that started to grant concealed carry permits. In Chicago alone, reports of burglary and car theft have gone down by 20 percent and 26 percent and the city’s homicide rate was at a 56 year low. The article stated that with a large amount of permits being issued, that instead of more crimes happening, it has coincided with lower rates instead. It was also noted that a study by the Crime Prevention Research Center found that 11.1 million people legally have a concealed carry and meanwhile, homicide and other crimes have dropped by 22 percent. I will use this source as an overall implication that if there is knowledge of any one person having a gun on them, criminals are pushed away more since they won’t want to risk being shot if they choose the wrong person or building.

Rostron, Allen. "School Shootings And The Legislative Push To Arm Teachers." University        Of Toledo Law Review 45.3 (2014):439-455.Academic Search Premier. Web. 28   Oct.

2014.

This article explains what has been going on with certain groups like the NRA and legislation in certain states. It discusses what 5 different states have done, or have already been doing in their school districts in the way of arming faculty or inserting armed sentinels. In the article it stated an idea by the NRA which actually showed a reasonable solution for schools that wanted to insert an armed guard of the sort. They suggested that instead of having to find people or use unavailable law enforcement officers, they could use retired/ex-military and law enforcement personnel that would volunteer to act as the guards. This article can help provide me with options or reasoning behind the reason to push for armed personnel on school grounds that others might find reasonable.

"Students Fend off Robber, Face Persecution from Their University, The Spokesman-Review,             Spokane, Wash. 11/11/13, The Associated Press, 11/11/13." NRAILA RSS. National     Rifle Association, 12 Nov. 2013. Web. 28 Oct. 2014.

This account from the NRA’s “Armed Citizen” articles gives a quick review of an event that happened to two students that went to Gonzaga University. The two students were living in a University owned apartment that was located off campus. One of the students had answered the door only to find someone asking for money and then got aggressive and tried to break in. His roommate who had a license to carry showed up with his pistol and at the sight of it the felon took off. This kind of event shows that you won’t always have time to call security or 911 especially if you are pre-occupied with trying to prevent someone from doing something in that moment. And because one of the students had a license and legally owned firearm, they managed to prevent themselves from becoming another statistic. I can use this article to support the issue of students owning a firearm, because as stated before, you won’t always have time to call for help and if no weapons are allowed then you are left helpless until someone notices or until it’s too late.

Westerholm, Russell. "Eastern Florida State College Shooter Allowed Back on Campus; Cops

Determine Shot Fired Was in Self Defense."University Herald 4 Feb. 2014: n. pag. Print

In an attempt to defend himself, a student that went to Eastern Florida State College, reached

His car where he kept a gun. He managed to reach it and shoot one of the two people who tried

to jump him. This relates to one two laws that Georgia is thinking about passing. One is to allow people to have a weapon in their car or vehicle while it’s on campus, and the other is to allow general carry in all parts of campus. Even though the weapon is not on a person, having it on campus can mean a big change during the event of a crime taking place. This could open up people to the idea of guns on campus, since people will not be carrying a weapon on them at all times. I think I can use this article to help readers understand the different options that are available and less hazardous.

“Guns on Campus: Overview." Guns on Campus: Overview. National Conference of State

Legislatures,n.d. Web. 27 Oct. 2014.   

This article provides a general conception of the laws/rules that states have passed. Such as, all 50 states allow you to have a concealed carry permit, 20 states strictly ban guns on campus, and 23 states leave the choice to the college or university itself. It goes on to tell of the success that states have had trying to pass bills that would prohibit carrying a weapon on higher education campuses. And the start of many states that are allowing guns to be on campus, being that Idaho is the 7th state to pass legislation. I can use this to provide further sources on court cases involving these bills.

Chapter 15:
 Chapter 15 helps  you become capable of using your sources effectively. As it said in the book, even if they writer is a trusted person, it provides the reader a bit more security not just be reading the facts you state blandly, but to actually have them backed up by someone that has a reputation of a sort. Weather its a politician, scientist or religious figure. When depicting the other sides ideas or arguments on the issue, sometimes using your own words to bad mouth them will make the reader less interested since they will feel you are to biased towards your side. If you quote somebody though, that says those words instead, you will be able to make your paper seem more fair and balanced in tone. To further the use of sources, there are a few other things you can do. One of those is to use a source to help clarify a specific statement to make it have a stronger effect. Another way is quite simple. You can set a mood for the reader which can make them take in/perceive the information differently. For example, if you have a picture of a beautiful sunset or lake, it can lighten the readers mood by having an emotional impact

Chapter 9:
Chapter 9 provides a quick informative on searching for information with print resources. It explains how to search your library's stacks for sources and what to use, like interlibrary loan, periodicals and books. And in case a book is unavailable for check out, it covers a few ways you might be able to use it without taking it out of the library. If you can't find much in those areas then there is always source digging. You can find useful sources from bibliographies, government, pamphlet and citation indexes. These can help you find information depending on what you need. Government indexes for example will list documents that were published by federal, state and local governments. And when you want to dig deeper into publications that are similar in information, you can use the citation indexes to help. If you become stuck on a topic and having trouble finding new information, encyclopedias can sometimes help by giving you just enough information to start your search again.
Even though it can be a bit painful to backtrack sources, I've found it more useful to use bibliographies when searching for more information to expand in detail if the sources are relative until you reach the end of the sources, or basically the start of the topic. And then I highlight what thoughts and ideas differ from each source and could be useful in my project so I don't end up repeating myself to much.

Not quite finished yet-

Introduction

News of a school shooting turns a burning fire inside a lot of people, but the reason is different depending on the person. Some are fueled by the sorrow and hatred towards guns which are to blame for the incident. Then there are the few that see this as a reason to fight back. Gun control has been a heated topic for awhile now, ranging from simply allowing people to exercise their right to self defense, carrying guns in public or on a school campus. You always hear about the worst possible happening when it comes to guns and schools, like Virginia Tech and Sandy Hook elementary where some of the worst cases took place. What you usually don’t hear though, are the instances of where a person that’s able to legally carry, had stopped a shooting, assault or any other kind of crime from taking place before it had time to escalate. This paper will look into the issue of guns on campus, specifically allowing teachers, students or both the ability to carry a gun on college/university campuses. The question always rises that allowing students to carry increases the chance of more violent and more frequent accidents when they are frustrated or stressed out. That suicide and homicide rates will spike across the country on campuses. And following that, what process would students have to go through to be allowed to carry a gun, and would this mean any and all students would start to carry? One of the main reasons that people want to promote guns on campus, is that they already are allowed to carry a concealed weapon in their state, and want to exercise their right where they go, even if it’s on campus in case the need to defend themselves or others comes up.

Review of Literature

A article,SCHOOL SHOOTINGS AND THE LEGISLATIVE PUSH TO ARM TEACHERS, by Allen Rostron covers the thoughts and proposals of certain groups like the NRA and state legislatures. The proposals that were discussed covered the ideas of armed sentinels that would guard schools after going through a training program. And in some states this has passed through the legislators but is not forced.

A chart from the University of Virginia provides a quick look at the kinds of weapons that were found in violation of their rules in between the years 2010 and 2011. Showing that only 25 guns were violating their rules, and almost 1500 knives/razors/blades were found.

A picture that asks a simple question towards the issue of guns on campus, asking which place would a shooter target? An armed campus or a gun free zone?.

An article by Robert Birnbaun, from Change: the magazine of higher learning, discussed both sides of the argument on guns on campus, and providing quotes and headlines from newspapers and the American Association of state colleges. Stats on shootings provided by the FBI are mentioned, one for example stated that almost 60% of fatal incidents involved someone that used to know the assailant

.

Project Timeline

This week I’m going to continue to look for two more scholarly articles that are of at least 8 pages using the libraries online databases. Next week I’m planning on doing an outline for at least the first few pages so I can get my subpoints down and put down what I know or have learned about each one and my thoughts about them. Following that I’m looking to interview some people to get their opinions about allowing guns on campus and why they have taken that side.

Inclass Lab 10/14/14

1)

In his speech, a week after the Sandy Hook Elementary school shooting, NRA member, Wayne LaPierre states, “We care about money, so we protect our banks with armed guards.....We care about our president so we protect him with armed secret services agents....Yet when it comes to the most beloved, innocent and vulnerable members of the American family -  our children -  we as a society leave them utterly defenseless...”(2).

In their articles conclusion, Termika Smith states, “Policies should therefore be individualized by the higher education institution instead of being dictated by the legislature in which does not have direct contact with the students”(5).

2)

Wayne LaPierre is the Executive Vice President and CEO for the NRA [National Rifle Association], where he directs the organizations policy and is in charge of the 76 board of directors. In Wayne LaPierre’s speech which appeared at the NRA press conference in 2012

4)

http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=5690e271-f4f9-4aab-9b72-233aef0963a5%40sessionmgr4002&vid=10&hid=4107

http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=32b5ce71-434b-4e78-9f98-e1766ad9030f%40sessionmgr4001&vid=7&hid=4107

http://search.proquest.com/docview/1030957702/6BF5ED592D704EEEPQ/1?accountid=2203

5)

Http:https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-9acltVRNUl3KSo48Z7w1or1mQfLllOWB2nvJxloVkNrCvLyPrF-q15sqYako0uKFiZqXsqMRjfH61h7s2bsHg6gMVdApntykmOP0em0SOYKWnGBhBCN2mwPHwS8Ty0SJfxyN1CKk9mA/s1600/no_guns_allowed.gif. N.p., n.d. Web.

Http://www.thetruthaboutguns.com/wp-content/uploads/2010/09/Screen-shot-2010-09-14-at-9.58.04-AM.jpg. N.p., n.d. Web.

Weapons Violations in Virginia Schools 10-11" Digital image.Http://curry.virginia.edu/research/projects/violence-in-schools/virginia-statistics. N.p., n.d. Web.

Chapter 3
How to develop a research question and proposal
.Ask the basic questions : who, what, when, why, where, how, would, should, could
.Ask questions about the history of the topic, the goals, outcomes and policies.
.Figure out what causes will get needed results and compare/contrast different aspects of the issue.
. conduct preliminary searches i.e with a library catalog to test the validity of your research question
.Explain the strategies, sources and tools you will use to carry out your search for information.
.Put together an annotated or working bibliography

Asking yourself the basic questions, even if the answers are only a sentence or two can be a big help down the road when it's time to start piecing together your paper. Since you have figured out the plain answers you can then go into more detail about each one of them. For me at least, they have acted as a kind of outline and reference for what I need to find more information on, or what I've thoroughly covered.
As for things like doing preliminary searches for my question, for my issue at least they prove to be very tough to do, mainly because my issue of guns on campus is hard to specifically search for on some sites when I'm trying to find something specific. And there are only a few words that are usable in order to actually find something that is relative and not completely off on its own.

"Guns on Campus: Overview." Guns on Campus: Overview. N.p., n.d. Web. 05 Oct. 2014. This site lists states allowing concealed carry permits and the states that have no bans for on campus carry. There's no argument behind it but it lists useful facts/stats that i can use. It contains certain court cases relating the bans being lifted on campus's and the reasoning behind them. I could use this in my paper for showing the progress of states introducing legislation pro campus carry.

"Crime on College Campuses in the U.S." Students for Concealed Carry RSS. N.p., May 2009. Web. 05 Oct. 2014. <http://concealedcampus.org/campus-crime/>. The following source seemed to be put together by groups of students across the nation that trying to push for more on campus carry states. The source states crime statistics taken and totaled from campus's across the nation to show that even though college/universities have lower crime rates usually then other places, there is still a large amount. At the end of the article there is a list of successful students that were allowed to carry and stopped crimes from happening in multiple states.

Birnbaum, Robert. "Ready, Fire, Aim: The College Campus Gun Fight."Changemag.org. N.p., n.d. Web. <http%3A%2F%2Fwww.changemag.org%2FArchives%2FBack%2520Issues%2F2013%2FSeptember-October%25202013%2Fgun-fight-full.html>. This site brings up both sides of the argument over on campus carry, as it constantly but orderly swaps back and forth between the sides. And it lists a couple pieces of information that can prove helpful in how people get a idea of why guns are bad on a campus and they should be banned and the confusion that happens.

"Do We Really Need More Guns On Campus?" Forbes. Forbes Magazine, n.d. Web. 07 Oct. 2014. <http://www.forbes.com/sites/collegeprose/2013/02/21/guns-on-campus/>. Provides background and recent events about school shootings and states that are allowing on campus carry in return. It does have a pretty decent argument that shows the concerns of people. This provides more stats and background that I can use to support my topic. Very likely to use it in my paper.

Chapter 8
.Prepare before searching. i.e. find key words to use for basic or advanced searched
. When using online library catalogs, use keywords, the author, title, or subject/call number to find information
.When using a database you can look for news/information,bibliography's, citation indexes, or media databases
.Web search sites range from web directories, news sites,e-books, government sites and social networking as a more common use to find sources
.And when looking for sources from media sites there's three things you can use. Video sites, and image/audio sites and directories

 I didn't necessarily learn anything new from this chapter except for seeing lists of sites that are available for use. Except for two government sites that I can use to hopefully use to go further into my topic about carrying a concealed weapon on college/university campus's and just find a little bit more on the general topic and debate over gun control and different campaigns that or groups that are being made over armed guards or students. And from this it helps find out how strong the opposite side feels so I can include their argument into my paper to give insight into their side so people that read the final can get a sense of the heated topic.

Chapter 4.
. Start with a research question, then lead into a position statement which is the current answer to the research question, then form your thesis.
.Remember your requirements/limitations to research if you are wondering if the information is good enough to follow up on.
Read actively-i.e. Mark, Annotate, and take notes on your sources
. Pay attention to key points/ideas/genre/information found within a source
.Find the primary and secondary sources and identify the main points.
.Use a 3 pass approach when reading a source
I find that my research question does change sometimes when I'm looking for information or is answered quite fast. From past papers, I usually like to use primary sources to make my thesis since they seem to provide more insight and detail. And the 3 pass approach to reading a source has come in handy a few times considering that if you were to do just a quick skim, you may end up missing the big idea or what is being said, or become misinterpreted. And when I read a source more than once I pick up missed information  each time I look it over again and it ends up providing a better understanding of what is being said.

Transportation paper

. 3,000+ words. 4

.Correct grammar,punctuation, MLA. Grade=4

.Employ parenthetical citations, work cited, and copious signal phrases to avoid plagiarism and identify contextualize the authors, sources, and debate your're engaging in. Grade= 3. Throughout the paper the parenthetical citations were done wrong, in the sense that the source was sited after the period, where it should have been on the left side. I.E. "This negates constant CO2 emissions form fossil fueled power plants, decreasing the CO2 emissions caused from high-speed rail travel.(The Use)"

.Convincingly argue your thesis through a combination of rational affective appeals. Grade=3. The writer provided some history of other rails throughout the world. And how residents feel about environmental regulation violations. Overall the thesis provides some argument, but it's mainly stating facts and doesn't provide any appeals.

.Build its case logically through a systematic order of presentation.Grade=4. The paper wasn't scattered throughout, it stayed on topic. And it managed to provide decent transitions between the sub points, and when it showed graphs or charts, they were explained on what they represented.

. Refer to 10 or more highly credible sources.Grade=3.  Work cited page provides 11 sources, a lot of them are newspapers or blogs. There are some credible sources though like pro quest or the Legislative analysts office.

Chapter 6.
. Keep track of your sources or notes taken.

. Organize them i.e, putting the date on your paper or alphabetize your sources/bibliography.

. When quoting directly in your notes-enclose the passage in quotation marks, identify the source and list the page number/ paragraph .

. Compare sources- identify similar information, ideas and arguments, similarities or disagreements.

Chapter 6 went over a few things. They were, how to save and organize information, different ways on taking notes or how to and then how to create and organize a bibliography. I already knew how to do most of the things or tips listed in the chapter and how to do them. A few exceptions though were the different   websites that are available that can help organize information that I find and then also learning to use an  ellipsis was something new. For the most part when sorting out sources that I find, I put them onto a google doc so they are easier to access wherever I am, and it also hyperlinks them so I can just click on them and it takes me to the site. And when it comes to taking notes, I usually do a quick skim through to figure out what the source is saying then I save the source and jot down the important things. When I come across sources that say almost the same thing, i'll still save them to come back to in case they expand on my topic. And they can also be on the same issue but be on opposite sides which provides an insight onto how each side see's the issue.

Our group reviews of the Suny Jefferson Sample A Paper:

 

- Reaches the minimum requirement of 3,000 words.

- Citations don't correlate with the Works Cited.

- Transitions are overused, ineffective, and unnecessary.

- Personal voice is hidden behind sources.

- At least 10 credible sources are established on the Works Cited page.

- Case isn't built logically and is quite choppy.

- Multiple sentences aren't displayed with correct grammar

 

-18 sources are cited

-Sources that were cited are all pretty reliable. Some are personal stories where others are news, such as CNN. Example: "Anonymous. Deputy G6, MSE of the 10th Mountain Division. Personal interview. 28 June 2009" "I watch CNN, as previously noted, and the assessment there too is U.S. troop strength is still thin, even with the measures taken to supplement the forces."

-With so many citations throughout the paper it loses the readers voice. Which results in an ineffective paper.

-Signal phases are used. " In support of this analysis, Lawrence Korb, Senior Advisor to the Center for Defense Information, states that the average enlistment period is four years, and most draft proposals call for no more than a two-year enlistment (217)."

-Sources used don't help show both sides of the debate. Clearly is for one side and doesn't show the other.

-Uses similar ways to introduce quotes/ideas from outside sources, "Moreover, draft opponents contend...." "Nevertheless, these same free Americans...."

 

The first paragraph of page 4 starts off by talking about the United States’ economic suffering and how reinstating a draft would lead to positive economic consequences by lowering unemployment rates and lower the cost per soldier. Then it goes onto the 2nd paragraph of page 4, and the way they introduce the next point makes it seem like they are actually just adding on to the previous issue of the States economic issues. For example,

“Therefore, reinstating compulsory conscription would not only aid America through this economic crisis, but would also increase our force strength during America’s global war on terror.

Additionally, what opponents fail to understand is that compulsory conscription is necessary to reintroduce to American citizens what the true concept of citizenship is”.

The Segway makes the page choppy and hard to follow since they continue to do this for the rest of the paper.

The thesis doesn't introduce the points that the paper will cover; instead it goes over a very brief history of the draft and what some people have gained through it.

 

"So states Charles Moskos, late professor of sociology for Northwestern University, recipient of the Distinguished Service Award for the U.S. Army, and a draftee for the U.S. Army Combat Engineers (Moskos)."

This example would make more sense with repositioning of words, or breaking the sentence into more.

 

 

The text doesn't really build a case for itself... There is a system how things are laid out but the text more or less drifts. The author throughout the essay is obviously pro draft and gives many examples of so. such examples are when it tells about how certain people are protected from the draft and that they argue that no one should be exempt. This is hardly an argumentative piece because throughout the essay, everything is one sided towards the pro draft portion and little to nothing against it. All the author talks about are the benefits of having a forced service military service.