Month: March 2021

HR 40, also known as the Commision to Study Reparation Proposals for African Americans Act, is a bill that has been thrown about the Senate floors for years. It was initially proposed by John Conyers JR and he has been fighting for over 25 years for these reparations to happen. Ta-Nehisi Coates talks about the ideas that Coyner had for this reparation bill and just how it wasn’t going to work. There has been much discussion about the bill and what it stands for. Coyner, and Coates, want the black people of America to get something in return for the horrible treatment they have faced since the start of America. Yet, there is something more that Coates thinks is the issue with reparations. He says, “suggests that our concerns are rooted not in the impracticality of reparations but in something more existential.” (page  21). This idea that Coates has is that reparations will not be achievable unless we do something to change the American government. This country was founded directly upon racisms and racists ideas, people we were owning people of colour when our country started and these ideas that anyone who is not white if inferreiour is still something that we are struggling with today. We still live with the racist ideas of government, and if that doesn’t change then we will never be able to repay the black people for the trauma and hurt they have been put through for generations. 

Carol Dweck talks about this idea of a growth mindset, and what you can do if you teach students a way to create a deeper understanding of knowledge they will become better versions of themselves. When she finally gave children, who usually didn’t get the opportunity to think at a deeper level, the tools to understand knowledge and thinking you can see the difference in their attitude and test scores. “So let’s talk about equality. In our country, there are groups of students who chronically underperform, for example, children in inner cities, or children on Native American reservations. And they’ve done so poorly for so long that many people think it’s inevitable. But when educators create growth mindset classrooms steeped in yet, equality happens” Dweck then goes on to describe this change in their performance in the classroom and the change is unbelievable. Giving students these types of opportunities is something that everyone should deserve. And this idea that Dweck has is something that Coates talks about in his essay. The idea that if you give people of colour a chance to talk to have things that many white families and students get, you will be changing the narrative. Coates believes that students of color can do just as well, if not better, than white students. 

In Scheuer’s article about critical thinking he talks about what critical thinking is and how it gets developed. He says “The advanced skills that form that bridge include thinking independently, an almost self-evident intellectual virtue but a vague one (and no mind is an island); thinking outside the box (likewise crucial but unspecific); grasping the different forms and divisions of knowledge and how they are acquired (but the forms of knowledge and ways of acquiring them evolve); seeing distinctions and connections beyond the obvious; distinguishing reality from appearance; and engaging with complexity, but not for its own sake”(page 5). Scheuer is talking about thinking outside of the box and seeing outside of yourself as a way to think critically, to have an understanding of something that someone else may be going through. And this idea of critical thinking can tie right into Coates idea of reparation. The second and third paragraph on the 21st page talk about reparations and exactly what HR 40 is. But Coates believes that reparations won’t happen due to America being founded directly on the ideas of racism. He thinks that it won’t happened because those who were harmed by slavery are all dead and those who owned slaves are also dead so there is no point in paying back these people who never experienced these hardships. But with Scheuers idea of thinking outside the box and truly seeing outside of ourselves, putting yourself in their shoes could be what changes politicians’ view on reparations. If we use Scheuer’s knowledge on critical thinking and just immerse ourselves in the understanding of what has happened to these people, we will be more willing to help them and give them a second chance. 

1. The four places that Coates mentions the HR-40 Bill are: The 11th paragraph in the third section, the 13th paragraph in the third paragraph, the 8th paragraph in the fourth section, and 17th paragraph in the fifth section.
2. When Coates first mentions the ideas of reparations and the justices that the black people deserve he says that he doesn’t believe that it will be able to happen. Not because it will cost too much money but because America itself was built upon racist ideas and there are still many people in power who agree with these racist ideas. These ideas are what has carried America throughout its lifetime and some people believe that they people who were hurt by slavery are dead so why give this money to their families? They think that these people aren’t the ones that have had to deal with racism, which isn’t the case. And because we have these closed minded people running our country there is no way that reparations are going to be able to happen and that is what Coates talks about in this first section about HR-40. 
3. In the second paragraph that Coates talks about HR-40 he talks about how reparation might have to do with our country’s existence. Our country was founded many years ago on racists beliefs and ideas and our way of governing the country has never change. America’s entire existence has been perceived through racists views, and still currently is. This is what Coates means when he talks about existence. But if we start to make a difference and a change in the way our society and government is run then there can be a chance that someday in the future these people and families will be able to get the reparations that they deserve. The change starts with the younger generations and if we take the power we have into our own hands, we will be able to change the course of the future. But if we continue to run it the way it is being run now, nothing will change. Coates talks about how the existence of America is the problem, so if we start to change America for the better there will be a greater chance of reparations in the future.
4. In the third paragraph that Coates talks about HR-40 he says that maybe reparations may never be fully repaid and that reparations are being seen as a threat. The threat of reparations is that they challenge the ideas that this country was founded upon. They challenge the racist ideals and viewpoints of our founding fathers. And this is seen as a threat too many people and people in power. They believe that America is perfect and that there is nothing that needs to be changed, which is very false. But when these ideas are questioned people get very defensive and make reparations look like the bad guy. If we push for reparations, there is going to be a lot of backlash and this is the threat the Coates is worried about. He is worried about the push back from citizens if HR-40 ever passes. 
5. In the last paragraph that Coates mentions HR-40 challenges the myth that comes with reparations. He believes that if you actually think about reparations and what it can do for people you can see the good. But people are so set into their ways that they don’t give it a second thought. Reparations are something that can be good for many people and their families and can be one step closer to a more equal society. Coates believes that truly understanding reparations is what is going to help people become more aware about what they truly are and what they truly mean.

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2. During the change of owning a home, there were many laws and actions put in place to help people buy and be able to actually afford housing. Except these laws only were in place for white people, they would help the white people get loans and make sure that white people lived in the best neighborhoods and have the best access to whatever the city provided. While for the black people, there were neighborhoods that were restricted from them and they were barely able to get housing and loans from the bank, solely based upon their skin color. “Like the Home Owners’ Loan Corporation, the Federal Housing Administration initially insisted on restrictive covenants, which helped bar blacks and other ethnic undesirables from receiving federally backed home loans.” is a way Coates describes the way these laws excluded anyone of color. They were specifically made to keep blacks out of neighborhoods and areas where the majority of the residents were white. When a black person did live near a white person or in the same neighborhood, “one man said his black neighbor was ‘probably a nice guy, but every time I look at him I see $2,000 drop off the value of my house.’’’ The white people were being told that living with or near black people would drop the value of their houses. This type of racism was practiced by everyone in white neighborhoods and in the loan distribution offices. 

3. In paragraph 7 of section 8 of the essay, Coates talks about how contract sellers will use their power to target black families who were finally making something of themselves, but not enough to own a home with a real loan. Coates says that the black families could be better and richer than some white families but they will not get the same treatment solely based upon skin color. And this idea that black people have to work even harder has been seen with the Obama family, which Coates talked about at the end of the second section. The Obama family had to work harder than ever to get where they are and to give their children the opportunities that they have. But with the Bush family, while they have been successful on their own, were handed everything on a silver platter. They had the privilege of being white and these things that the Obamas struggled to achieve were handed to them easily. The Obama family had to work much harder than most families in politics to reach the level that they have. They were not handed positions of power and money, they had to work for these powers and ideas. But many other families, especially in positions of power in the American government, did not have to work as hard for the opportunities they have been given. And this shows the idea that Coates was talking about in the eight section, that these black families may be amazing and have work toward these goals but in the end the white people and their family are the ones who are truly going to receive the acknowledgement at the end. 

4. The idea of reparations has been thrown around for years. The idea to give back something to the people who have been affected by racism throughout the country and time. In our past there were a lot of injustices toward people who were not white and even to this day there are still many injustices that are happening to people of different races. But why have we not done anything about it? Why have we not given reparations to these people who are obviously so deserving of equality? Reparations are something that these people deserve but there are a lot of factors that need to be taken into consideration when trying to give reparations. Not only is the cost going to be very high, but many of the doubters will say, why are we giving them reparations? The ones who were hurt the most by slavery and racism are either very old or dead, so why should we be giving out money to their families, they did not endure what others endured. And this mindset is what is stopping reparations from happening. The idea that the people who are alive now have not gone through these same struggles or that racism is not as bad as everyone says. These ideas and mindsets of the people in charge is what is stopping reparations from happening.

1. Some annotations from the text:

2. Clyde Ross was a poor black man from the Deep South born during the 1920’s, the era of Jim Crow. He had spent his entire childhood being silenced and taking whatever the white men threw at him. After spending some time enlisted into the army, he moved to Chicago during the migration of black people during the 1940’s, after the murder of Emmett Till. He hoped that here he would get a fresh start and be able to provide for himself and his future family, in ways his parents could not do for him. Life in Chicago seemed to be good for Clyde, he was getting paid and not being scared of white men when we walked down the street. But there were still some glaring injustices that he faced. He moved into a new home, but he was not able to get a mortgage directly from a bank. He had a contract with the old owner, not a bank. And he had to be on top of every payment or his entire life would start to crumble beneath him. The man who sold him his house was inflating the price of his home and trying to move him out to move someone else in to continue this cycle with other black families. The FHA had areas and neighborhoods mapped out as to where white people and black people were supposed to live. Author Ta-Nehisi Coates said, “The FHA insured private mortgages, causing a drop in interest rates and a decline in the size of the down payment required to buy a house. But an insured mortgage was not a possibility for Clyde Ross. The FHA had adopted a system of maps that rated neighborhoods according to their perceived stability. On the maps, green areas, rated “A,” indicated “in demand” neighborhoods that, as one appraiser put it, lacked “a single foreigner or Negro.” These neighborhoods were considered excellent prospects for insurance. Neighborhoods where black people lived were rated “D” and were usually considered ineligible for FHA backing. They were colored in red. Neither the percentage of black people living their nor their social class mattered. Black people were viewed as a contagion” showing what the Chicago FHA was doing to the black people. They were creating these areas that they could advertise for the black folk to live in so the white neighborhoods would not be “corrupted” by the black folks. Once word got around that these cities were doing this the citizens started standing up for themselves so they could get the same opportunities and housing the white people got. This discrimination of housing shows that even after the black people had their freedom, there were still people and organizations that fought this and tried their hardest to make it harder for the black people to live in this country. 

3. “Forty-five percent of all households are on food stamps—nearly three times the rate of the city at large.” This shows that these families are not making enough money to support themselves and feed themselves. They are living on wages that are not able to truly provide for themselves. 

“The Pew Research Center estimates that white households are worth roughly 20 times as much as black households, and that whereas only 15 percent of whites have zero or negative wealth, more than a third of blacks do.” This data shows that still black families are not able to get the same type of treatments from banks, or loans, that many white families do and this is creating this gap between the worth of the houses families live in. 

“In 2012, the Manhattan Institute cheerily noted that segregation had declined since the 1960s. And yet African Americans still remained—by far—the most segregated ethnic group in the country.” segregation has declined rapidly since the 60’s, and people of colour are not as hated around the world but there are still people with their prejudices that limit black people and their families from having true equality. While black people have gained more equality and freedom over the years, they are no wehre near the level of white people. 

5. When Coates talks about the HR-40 bill he says, “One cannot escape the question by hand-waving at the past, disavowing the acts of one’s ancestors, nor by citing a recent date of ancestral immigration. The last slaveholder has been dead for a very long time. The last soldier to endure Valley Forge has been dead much longer. To proudly claim the veteran and disown the slaveholder is patriotism à la carte. A nation outlives its generations. We were not there when Washington crossed the Delaware, but Emanuel Gottlieb Leutze’s rendering has meaning to us. We were not there when Woodrow Wilson took us into World War I, but we are still paying out the pensions. If Thomas Jefferson’s genius matters, then so does his taking of Sally Hemings’s body. If George Washington crossing the Delaware matters, so must his ruthless pursuit of the runagate Oney Judge” showing the readers that the people they are trying to give reparations to are not the ones who were truly affected by slavery. The people who were hurt and harmed by the racism of the past are not alive now, why should we be giving people things when they weren’t the ones who went through the torture. Reparations should have been made a long time ago, but the reason that they are not passing now is because these black people and their families were not the ones that were held captive in the past. Yes America as a whole is still racists but it is not to the extent that it was many, many years ago. And giving money or some sort of reparation to people now is not going to help the people of the past because they are not the one who were being hurt. 

Original Paragraph:

A liberal arts education can make or break a person’s choice for college. Whether it be they only will go to liberal arts college and that is the deciding factor for them or they will not go to a liberal arts college. They want a career oriented education, and less of this broader style of education that the liberal arts are advocates for. And in some cases, students go wherever they can get the best education, not caring if it is a liberal arts college or not. The liberal arts style of education is one that is more focused on the growth of knowledge for a student and less on the career aspect for their futures. This broad and expansive education is creating students that are able to critically understand and communicate with the other people they are working with. To some it seems like this style of education is going to be harmful for students in the future but in reality it is quite the opposite. Author and liberal arts advocate Sanford Ungar conducted a study to see if a liberal arts background would be beneficial for students and their future in the workforce.  “An astounding 89 percent said they were looking for more emphasis on “the ability to effectively communicate orally and in writing,” and almost as many urged the development of better “critical thinking and analytical reasoning skills.” Seventy percent said they were on the lookout for “the ability to innovate and be creative’”( Paragraph 7) the data here that he has discovered shows that with this broad background in knowledge of verbal communication and writing is going to create a person who is different from all of the the other contenders for the job. Ungar is showing his readers that the liberal arts  style of education is changing the game for the job market and future employers. They want someone who is going to be able to have communication and critical thinking, which is highly developed in students who go to a liberal arts college. Why this type of education creates these more critical thinkers is due to the fact that they don’t focus solely on career oriented classes. They branch out and have their students take political science,  literature, philosophy, sociology, and many other classes that force a deeper level of thinking and understanding onto the students. And this idea that the liberal arts is going to create more jobs and opportunities for students. This idea of the liberal arts education being beneficial to students and their futures is something that many advocates for the liberal arts have been saying for years. Similarly to Ungar’s ideas, another author Jeffrey Scheuer also agrees with the idea that a liberal arts education is going to open up the field of jobs that students can apply to. Scheuer’s idea is that  “The liberal arts ideal still has its eloquent defenders, and there is evidence that good jobs go to liberal arts graduates” (Paragraph 3) showing us that the liberal arts isn’t what is stopping young people from getting jobs. If anything it is creating more opportunities to students and giving them a wider range of jobs to apply for. The liberal arts does open up a level of thinking that is going to be beneficial for students in many years to come. And once these students start down a path, they are going to always be growing their knowledge and understanding, continuing to learn along the way. 

Revised Paragraph:

A liberal arts education can make or break a person’s decision when it comes to college. Maybe they want a more career oriented education, and less of this broader style of education that the liberal arts are advocates for or students go wherever they can get the best education, not caring if it is a liberal arts college or not. The liberal arts style of education is more focused on the growth of knowledge for a student and less on the career aspect of their futures. While a liberal arts is considered to be solely humanities based, there are also some colleges that include the natural sciences as part of their curriculum. This broad and expansive education is creating students that are able to critically understand and communicate while working with others. To some it seems like this style of education is going to be harmful for students in the future but in reality it is quite the opposite. Author and liberal arts advocate Sanford Ungar spends his time debunking the incorrect theories about this education style. He conducted a study to see if a liberal arts background would be beneficial for students and their future in the workforce.  “An astounding 89 percent said they were looking for more emphasis on “the ability to effectively communicate orally and in writing,” and almost as many urged the development of better “critical thinking and analytical reasoning skills.” Seventy percent said they were on the lookout for “the ability to innovate and be creative’”( Paragraph 7) the data here that he has discovered shows that with this broad background in knowledge of verbal communication and writing is going to create a person who is different from all of the the other contenders for the job. Ungar is showing his readers that the liberal arts style of education is changing the game for the job market and future employers. With this expansive understanding of a variety of topics these students are leaps and bounds above the average student at a career based college. The workforce wants someone who is going to be able to have communication and critical thinking, which is highly developed in students who go to a liberal arts college. Why does this type of education create these more critical thinkers? Because these colleges have their students branch out and take political science,  literature, philosophy, sociology, and other classes that force a deeper level of thinking and understanding onto the students. This gives them a more diverse and more knowledge based background that is going to propel them into a great future and this idea that the liberal arts education is beneficial to students is something that many advocates have been saying for years. Author Jeffrey Scheuer also agrees with the idea that a liberal arts education is going to open up the field of jobs that students can apply to. In Scheuer’s paper “The Critical Thinking and the Liberal Arts” his ideas are that  “The liberal arts ideal still has its eloquent defenders, and there is evidence that good jobs go to liberal arts graduates” (Paragraph 3) showing the readers  that the liberal arts isn’t what is stopping young people from getting jobs. If anything it is creating more opportunities to students and giving them a wider range of jobs to apply for. The liberal arts does open up a level of thinking that is going to be beneficial for students in many years to come. And once these students start down a path, they are going to always be growing their knowledge and understanding, continuing to learn along the way.

This paragraph beforehand needed some love. It needed to be edited and have more depth and description added to it. And with the lesson we did with the subordination I added one of these sentences that I made to make more flow in my paragraph. I also added more coordination phrases and sentences to show my opinion while also either contradicting the ideas of the text we read or agreeing with the text’s ideas. These changes made the paragraph as a whole flow better and give more depth and meaning to the essay itself.

3 places where I used coordination correctly:

1. The liberal arts style of education is one that is more focused on the growth of knowledge for a student and less on the career aspect for their futures.
2. Here each student has a major that they are taking a majority of classes in but there is a required curriculum and handbook so that their students still get the liberal arts education, while being career oriented as well.
3. STEM, by some liberal arts advocates, is not considered part of the education system of the liberal arts but Sanford Ungar believes that a liberal arts background is going to help students applying in the STEM field. 

2 places where I used subordination correctly:

1. While students here do have a major, they also are required to take classes that are part of the Core Curriculum to give them a broader perspective and understanding of the materials they are learning. 
2. While a liberal arts is considered to be solely humanities based, there are also some colleges that include the natural sciences as part of their curriculum.

For the coordination conjunctions I actually found them all in my working draft and I think they all are compound sentences that compare two things, whether it be works from the authors or my ideas. I usually do a pretty good job bringing in compound sentences into my writing so I knew I would have them in my essay. While for the subordination sentences I only had the first one in my essay. These are a bit harder for me but I think that the first one that I had worked really well. I talked about students having a major but also have classes that pertain to the liberal arts ideas which works really well with the setup of the subordination sentences. The second sentence I wrote myself for this assignment but I think it will definitely work in my essay.

Original Introduction: The liberal arts are a type of education system that is based on a generalized curriculum, not strictly career based, and has these four big components: natural sciences, social science, fine arts and humanities. With this style of education, students are going to be immersed in classes that are going to be giving them valuable knowledge and skills that will be beneficial for their futures. There are many people that do argue that this idea of a liberal arts education is not going to take you anywhere in life authors Jeffrey Scheuer and Sanford Ungar have debunked this theory.  A liberal arts education is going to give you critical thinking skills and a deeper understanding of knowledge that you won’t get, as in depth, anywhere else.

Revised Introduction: The liberal arts are a type of education system that is based on a generalized curriculum, not strictly career based, and can consist of these four big components: natural sciences, social science, fine arts and humanities. With this style of education, students are going to be immersed in classes that are going to be giving them valuable knowledge and skills that will be beneficial for their futures. These students will be seeing a broader spectrum of knowledge and ideas by immersing themselves in a wider range of education. “The Critical Thinking and the Liberal Arts” written by Jeffrey Scheuer, an activist for a liberal arts education, discusses the positives of this style of education and how it will be beneficial for the future of students. While in “7 Major Misconceptions About the Liberal Arts” by Sanford Ungar, another activist for the ideas of an liberal arts education, talks about the misconceptions that follow a liberal arts education and debunks these theories and showing his readers that this style of education can be more beneficial to students than a career based education. While many people argue that a liberal arts education isn’t going to get you a career and will only get you debt, both Scheuer and Ungar contradict these theories. And in the end, students are going to be more well off by following this education style and seeing the knowledge side of education. A liberal arts education is going to give you critical thinking skills and a deeper understanding of knowledge that you won’t get, as in depth, anywhere else. 

The changes I made to my original introduction were made to give more detail of the texts that we work with. Before i did not have any real introduction of the texts i used and just placed them in the essay without giving any background information on them. I also expanded my personal perspective at the end of the introduction to really show how I feel about these articles and what my paper is going to be about. 

The liberal arts style of education is one that is more focused on the growth of knowledge for a student and less on the career aspect for their futures. To some it seems like this style of education is going to be harmful for students in the future but in reality it is quite the opposite. In a study by Sanford Ungar, he shows his readers how a liberal arts education is going to benefit students in the search for jobs in the future, “An astounding 89 percent said they were looking for more emphasis on “the ability to effectively communicate orally and in writing,” and almost as many urged the development of better “critical thinking and analytical reasoning skills.” Seventy percent said they were on the lookout for “the ability to innovate and be creative.’” He is showing his readers that this style of education is changing the game for the job market and future employers. They want someone who is going to be able to have communication and critical thinking, which is highly developed in students who go to a liberal arts college. Why this type of education creates these more critical thinkers is due to the fact that they don’t focus solely on career oriented classes. They branch out and have their students take political science,  literature, philosophy, sociology, and many other classes that force a deeper level of thinking and understanding onto the students. And this idea that the liberal arts is going to create more jobs and opportunities for students isn’t just thought up by Ungar. Jonathan Scheuer also agrees with the idea that a liberal arts education is going to open up the field of jobs that students can apply to. “The liberal arts ideal still has its eloquent defenders, and there is evidence that good jobs go to liberal arts graduates” is Scheuer’s idea that liberal arts does not stop young people from getting jobs. But what the liberal arts does is open up a level of thinking that is going to be beneficial for students in many years to come. When they start on this journey in the liberal arts, they are always going to be growing their knowledge and understanding of the field they are in.

Here at the University of New England we pride ourselves in being a liberal arts school that is very open to showing their students different topics and ideas to learn about. While students here do have a major, they also are required to take classes that are part of the Core Curriculum, Gen Ed classes, to give us a broader perspective and understanding of the materials we are learning. “Through the Core Curriculum, students will develop foundational knowledge and critical thinking skills that are necessary for understanding and assuming their roles in natural, social, humanistic, and other environments. The goals of this shared academic experience, as described below, are informed by several core values” is what the handbook describes the core curriculum to be and why it is in place. It is made to create students who are better at critical thinking and understanding information, which is going to help them with their jobs in the future. Not only does the handbook say that this curriculum promotes this higher level of thinking but  also “As a whole, the Core Curriculum integrates these values in order to provide students with essential preparation for responsible caring for the wellbeing of individuals, civil societies, and our shared planet. Completing Core requirements provides a common learning experience through which students demonstrate application, synthesis, and integration of knowledge and skills central to a liberal arts education.” UNE wants their students to be able to think critically and truly demonstrate their knowledge. And this idea that UNE is something that many other people are striving for. Jonathan Scheuer, an author and liberal arts advocate, believes that being able to do a certain job and be specialized in a single field is not the most important thing in life. “But we all need to be well-informed, critical citizens. And the liberal arts prepare students for citizenship in all three senses—civic, economic, and cultural” is how Scheuer sees the liberal arts. He thinks that well rounded and critical thinking citizens are what is important in our society. When you are able to better understand your surroundings and what is going on around you, he believes that these students are going to be what creates a better society for ourselves. With Scheuer’s idea of these people and their ways of critical thinking, you can see that these types of students are what most schools are trying to obtain. And UNE’s model is trying to create these types of citizens, and students, that Scheuer talks about. 

The objective of this curriculum that UNE has created is “Living in the interconnected world today demands an understanding of a variety of cultures, people and the environment. This understanding requires an ability to analyze issues from different points of view and to communicate effectively. Students must also be prepared to enter the world engaged as local, national and global citizens and professionals.” They want to be able to have students who are able to thrive in a society that doesn’t always see the deeper level of understanding. Creating these students and enhancing their critical thinking abilities is what is going to set them apart from others for the rest of their lives. This broader, focusing not only on career based classes, and more in depth education is going to help us in any field we step into in the future, and that is including STEM. STEM, by some liberal arts advocates, is not considered part of the education system of the liberal arts but Sanford Ungar believes that a liberal arts background is going to help students applying in the STEM field. “To be sure, there is much concern about whether America is keeping up with China and other rising economies in the STEM disciplines. No evidence suggests, however, that success in scientific and technical fields will be greater if it comes at the expense of a broad background in other areas of the liberal arts” is Ungar’s opinion on STEM and its connection to the liberal arts. This background in communication, writing and comprehension that liberal arts gives students is what STEM fields need. They need someone who can look at a problem in a different perspective and figure it out in ways that others cannot. UNE is doing a good job trying to give this solid background to its students so that no matter where they end up in the future they are going to have these liberal arts skills in their back pocket that they can pull out and use whenever they need to.