Video game addiction Research Paper Example | Topics and Well Written Essays - 2250 words

Video game addiction - Research Paper Example They end up devaluing other activities like swimming, football, dancing, reading novels among other hobbies one can do during free time. Research has proved that compulsive use of computer and video games is a present-day psychological disorder that medical experts are treating patients on daily basis. This paper analyzes the characteristics and consequences of video game addiction to a person and the society at large. Most teenagers usually like spending most of their siesta playing computer games, which form their number one hobby. Others end up becoming game addicts just out of innocent recreation. Gaming often starts from boredom and the latter pleasure ends up being the reward. Playing provides an alternate reality in which problems are solved and success and reward is possible. (Lemmens,Valkenburg and Peter 56).A good example of an addictive game that is very popular is The Massive Multiplayer Online Role Playing Game (MMORPG) .The gamers of MMORPG forms the group of people that is most susceptible to game addiction. The game is very addictive because it has no ending. Addicts form 9.1% of video game players that play these addictive video games on the internet (Kent 18). The level of addiction varies from one person to another. For instance, kids who easily get bored often develop poor relationships with family members and friend. They also feel out of place while at school, (King and Griffiths 201).201).This is because a void is filled and satisfaction of needs not met elsewhere is achieved. In situations where life becomes stressful gaming actually provides a good avenue of evading from responsibilities and life realities. Video gaming is normally a multi-faceted issue and that is what actually causes the addiction. Especially to the game beginners, the games are usually designed in away to make them addictive. These games are very interesting and this increases the amount of hours people spend playing. Most of them are designed to be very difficult and truly challenging while letting the players to attain minor accomplishments that forces them to continue playing. This design is very similar to that of gambling casinos which permits players to get small ‘wins’ so that they keep playing. Video games have several ‘hooks’ that are in built with the intention to make them more and more addictive. To begin with, The High score is the most recognizable hooks that are found in many games. Struggling to reach the highest mark can have a game player gaming for hours so as to score many points enhancing addiction. Beating the game is a hook that is not found in virtual role-playing games though it is almost all vide games. The drive to win the game is fed as a player moves to the next level or unravels the next hidden clue (Kent 221).This causes the player to make as many trials as possible causing addiction. Role-playing is another hook that allows players to actually craft characters within the game and get on on an exploration that is sole to that particular character. Consequently, there will be a serious emotional attachment to that character, and the whole story, further making it difficult to halt play ing. In addition, discovery tactic is a hook that is often found in the role-playing games. A good example is the World of War craft where a good part of this video game is dedicated towards exploring imaginary worlds (Van Rooij et al. 143).The thrill of innovation of even places that

Characterization and Symbolism Essay Example | Topics and Well Written Essays - 1250 words

Characterization and Symbolism - Essay Example Hawthorne writes â€Å"And Faith, as the wife was aptly named, thrust her own pretty head into the street, letting the wind play with the pink ribbons of her cap while she called to Goodman Brown† (Hawthorne). Following Maus (2002), the symbolic meaning of Faith in the story â€Å"is not only representative of Faith the individual but the faith of the individual--witness Goodman Brown’s reply to the devils comment about his tardiness, which contains both literal and allegorical truth† (78). From the very beginning, readers perceive characters and their actions through their symbolic names. Using symbols names as elements of characterization, Hawthorne portrays the concern is with human motives and human action and with what an act may reveal of character. Ignorance in the search for the self creates tension and attracts readers’ attention to double meaning of the symbols. Hawthorne characterizes Faith as â€Å"Well, shes a blessed angel on earth; and after this one night Ill cling to her skirts and follow her to heaven (Hawthorne). The short story is based on allegorical elements which add emotional tension and pressure. It means that â€Å"the characters and objects in the story represent abstract ideas† (‘More Symbolism’ n.d.). Beauchamp (38) these symbols fresh and vivid, and are used to intensify, to clarify, to enrich the atmosphere; these symbols helps to make readers fed the writers grasp of the characters and situation he is dealing with, gives his grasp of it with precision, vividness, force, economy; and to make such an impact on readers, its content, the stuff of which It is made, cannot be unduly fantastic and remote from readers’ experience. The remarkable feature of Hawthorne’s style is the symbolic use of settings. The setting of ‘dark forest’ can be interpreted as dark human nature and mind. This symbol allows the author to create a unique atmosphere of the short story and feeling of horror. â€Å"He had taken a dreary road,

Parkinsons Disease - the chances of a trembling body Essay -- Biology

Parkinson's Disease - the chances of a trembling body I have been closely following the news in the past months and I have noted a continuum in the coverage of the medical condition of one person who for many symbolizes the virtues of man, has been associated with the liberation of the minds of people under the communist era, has firmly supported the foundations of the Catholic faith and has been inspiration for many - the current Pope John Paul II. The newspaper photos of his almost expressionless face and the constant trembling hand which have started hindering his public activities and my deep respect to the his achievements made me look into the roots of the Parkinson's disease and its effects on behavior. Parkinson's disease, or the "shaking palsy" as first defined by Dr.Parkinson in the early 19th century, is defined as a disorder of the central nervous system, affecting about 2% of the world's population. It is more common among older people and there is a higher percentage of men affected by it. (1)Cells in the part of the brain that control movement are lost, causing sometimes severe difficulty in performing movements with a variable intensity depending on the individual cases(2) The widely recognized symptoms include muscular rigidity, resting tremors, bradykinesia, inconsistency of posture, dementia. All of these symptoms directly or indirectly affect the patient's behavior. The symptoms only appear after the death of 80% of the cells which produce dopamine. (4) The loss of dopamine causes the nerve cells of the basal ganglia to fire out of control, leaving patients unable to direct or control their movements in a normal manner. Thus, the early diagnosis is very hard, especially in the sporadic cases. Early symp... ...ynmawr.edu/bb/neuro/neuro02/web2/www.parkinsoninfor.com 4) BBC Health News. , BBC News Agency with certain articles on current research http://news.bbc.co.uk/1/hi/health/317413.stm 5) Research News. http://serendip.brynmawr.edu/bb/neuro/neuro02/web2/www.nhgri.nih.gov/DIR/LGDR/PARK/media_rel.html 6) Molecules of the Mind: Dreaming of Parkinson's. , interesting article http://serendip.brynmawr.edu/bb/neuro/neuro02/web2/www.medinfosource.com/mb/mb980212.html 7) The Parkinson's Institute http://serendip.brynmawr.edu/bb/neuro/neuro02/web2/www.parkinsoninstitute.org/movement_disorders/parkinsons.html 8) An Active Web Resource for Parkinson's Disease Information http://cgi.sapien.net/cgi-bin/parkinsonweb/news 9) An Online Support Group for Patients http://serendip.brynmawr.edu/bb/neuro/neuro02/web2/www.parkinson.org/denyingparkinson.htm

Ap English Literature and Composition

AP English Literature and Composition â€Å"Only connect!†¦. Live in fragments no longer! † General Course Information 1. 0 Credits (. 5 per semester) Prerequisites: Accelerated English is recommended Course Overview †¢ This class will prepare students for AP English Literature and Composition Exam, as well as the AP English Language and Composition Exam. When registering for exams in the Spring, students will choose which exam to take. †¢ This course is set according to the requirements listed in the AP English Course Description. †¢ The reading in the course will cover a wide variety of genres.You will be introduced to everything from formal literary theory to creative writing. Deep reading, the kind that poses as many questions as it answers, will be expected. We will read for a variety of reasons, sometimes to grasp a thematic element and sometimes to simply enjoy the sounds of words. We will not only identify literary elements, but also why they are us ed and discuss their effectiveness. We will read across curriculums and relate English literature and its themes to those in philosophy, science, and psychology. †¢ This course also intends to hone your skills as writers.We will learn how to appeal to a certain audience and how vocabulary and structure change depending on the type of writing. We will practice deep revision and constantly recognize that writing is not simply putting thoughts down on a page, but a craft that takes a lifetime to perfect. We will discover our own individual styles as writers and use these to our advantage. Mechanics, citations, and technical writing will all be monitored closely. Above all though, we will see how our own words can excite, persuade, and create understanding. †¢ Finally, the course will hopefully make you a critical thinker.We live in the information age and no skill will be more in need than the ability to interpret information. The critical thinking skills you develop in this class will go on to help you on the AP Exams, the SAT, and in almost every aspect of your life. †¢ This course is divided around the different thematic ideas of conflict in literature, non-fiction, and life in general. While the traditional elements of conflict seem simple, we will explore the motives behind them. Finally, we will attempt to figure out how the characters choose to live (or die) with conflict and find resolution.Through non-fiction, we will explore how conflict has been created and resolved through rhetoric and argument. And how a well-written and polished argument can create a path of possibility even through the most mired of conflicts. Elements of the course: †¢ Writing. Drafts will be submitted to me and returned with comments. All papers will have a first and a final draft. Students may be asked to correct their drafts twice before submitting a final draft. All compositions will be graded on the AP rubric. One Friday a month, students will access their writing from the past month from their portfolio in class.During this time, we will have a writer’s workshop and address specific revision strategies. We will focus on revising sentence structure, organization, rhetorical structures, transitions, detail, imagery, conventions, and grammar. While timed writings are a part of this class, the Friday writer’s workshops will illustrate the importance of constant and careful revision. Students will also sign up for a meeting with me after-school every 2 months. At the first meeting, students will discuss with me their strengths and weaknesses. Together, we will assess their improvement throughout the year. †¢ Wordly Wise Vocabulary book will be due weekly.Periodic quizzes will test students’ knowledge. Wordly Wise is an excellent preparation for the SAT. The class will also have a Word Wall. The Word Wall will function to remind students of past vocabulary learned and encouraged the use of new vocabulary in writi ng. †¢ One interactive class project will happen for every unit. The project will often involve synthesizing knowledge from the unit and applying it to something outside English class: art, nature, current events, family life, etc. †¢ Reading journals: Students will keep dialectical reading journals throughout the course. These journals will help facilitate deep and thorough reading. he reading journal is also a great place to practice writing and collecting your thoughts cohesively. We will continuously use the reading journal in class discussion and come back to it to get ideas for essays. The reading journal will be counted as a grade underneath the writing category. Grading: |Writing (Journal included) |50% | |Exams |20% | |Vocabulary |10% | |Assignments and Projects |20% | Course Syllabus: Unit 1: Introduction 4 weeksReadings: †¢ Class Handouts †¢ â€Å"Allegory of the Cave† by Plato †¢ â€Å"Good Readers, Good Writers† by Vladimir Nabokov †¢ Excerpts from â€Å"Why I Write† by Joan Didion †¢ â€Å"Finishing School† by Maya Angelou †¢ Excerpt from Dust Tracks on a Road by Zora Neale Hurston †¢ â€Å"My Mother Never Worked† by Bonnie Smith-Yackel †¢ Everything’s an Argument by Andrea Lunsford and John J. Ruszkiewicz †¢ Current articles from the New York Times Discussion Topics: The first few days in class will be spent looking at class policies, organizing notebooks, and receiving helpful information on the strategies we will use throughout the year. SOAPSTone, Dialectical Journal explanation, AP terms list, DIDLS, etc. ) Our first reading will be Plato’s â€Å"Allegory of the Cave. † Plato tells us that ideas, not necessarily our experiences, are reality. This argument will encourage us to look deeper into the ideas behind what we are reading and writing. Essays from Didion and Nabokov will give us specific tips on how to begin our journey as acc omplished readers and writers. Then, we will switch gears to a short segment on narrative writing where will read 3 excellent examples of narrative in time for us to write our own narrative essay.While studying narrative writing, we will focus on specific examples of excellence in sentence structure, form, organization, and conventions. Finally, we will spend two weeks studying the text Everything’s an Argument, which we will continue to refer to throughout the year. We will learn how to identify successful rhetorical structures and use them in our own writing. During this examination of rhetorical analysis, we will use current New York Times editorials. Our writer’s workshop will for this unit will focus on varying our sentence structure for emphasis and effect. Assessments: Composition: AutobiographyComposition: Narrative essay over family Timed Writing: 2010 English Language and Composition Released Free Response Questions Argument Analysis: NY Times articles Writer ’s Workshop: Sentence structure Unit 2: Person vs. Nature 5 weeks Reading: †¢ Robinson Crusoe by Daniel Defoe †¢ â€Å"The Santa Ana† by Joan Didion †¢ Poetry of William E. Stafford †¢ Excerpts from Maslow’s â€Å"A Theory of Human Motivation† †¢ Desert Solitaire by Edward Abbey †¢ Excerpts from Walden by Henry David Thoreau †¢ â€Å"The American Forests† by John Muir Viewing: †¢ Clips from Man vs. Wild Discussion topics: Person vs. Nature is possibly the oldest conflict in the world.Maslow theorizes that we cannot ascend up the hierarchy of needs until our most basic needs are met. Robinson Crusoe is essentially the story of a man having to begin at the bottom of the hierarchy and work his way up. Person vs. Nature is often illustrated with diction and imagery. In Stafford’s poetry and Didion’s essay, we are invited into their personal experience of nature through word and image choices. Finall y, we see how the person vs. nature conflict changes as technology begins to take care of our rudimentary needs. In Desert Soltaire, nature maintains little of its aggressor status.Instead, man takes over as the force bent on destruction. Finally, we will end our discussion of person vs. nature by taking a field trip to McKinney Falls State Park. There, we will take pictures to provide visual evidence of multiple points of conflict. Our Writer’s Workshop will highlight organization. We will review our own strengths and weaknesses in organization from our past unit’s writing. Assessments: Composition: Using Maslow’s â€Å"Theory of Human Motivation† to explain Robinson Crusoe Composition: Literary analysis of imagery in Stafford poetry Composition: Compare/Contrast- Abbey and ThoreauTimed Writing: 2002 AP English Language and Composition Free-Response Questions Form B Argument analysis: John Muir’s letter to Congress Project: Field trip to McKinney Falls State Park. Capture visual evidence using cameras that illustrates the conflict of person vs. nature. Writer’s Workshop: Organization Unit 3: Person vs. Person 6 weeks †¢ A River Runs Through It by Norman McClean †¢ â€Å"Speech to the Troops at Tillbury† by Queen Elizabeth †¢ â€Å"A Vindication of the Rights of Women† by Mary Wollstonecraft †¢ â€Å"The Story of an Hour† by Kate Chopin †¢ Excerpts from â€Å"A Room of One’s Own† by Virginia Woolf †¢ â€Å"I Want a Wife† by Judy Brady All the Pretty Horses by Cormac McCarthy †¢ Selected poetry of e. e. cummings Viewings: Discussion topics: A River Runs Through It is the perfect bridge between discussion of the conflicts in nature to the conflicts between people. We will explore familial conflicts and traditional family archetypes. After we finish the novella, we will take a look at another reoccurring person vs. person conflict: gender roles. Queen Elizabeth, in her â€Å"Speech to the Troops at Tillsbury† used certain rhetoric to explain herself that was needed at the time. We will focus on how that language changed as women gained more equality.Finally, we will focus on style and the creative use of structure across two genres: novel and poetry. All the Pretty Horses will take us through several conflicts as John Grady Cole becomes an adult. Most striking though is McCarthy’s mastery of prose and creativity in structure. We will then make a comparison to e. e. cummings poetry, which also manages to leave out what we expect in format, in order to open our eyes to the exuberant images the poet provides. Our writer’s workshop will focus on how to add specific and concise, yet eye-opening detail to our writing.We will use our previous work in Unit’s 1 and 2 to revise and add detail. Assessment: †¢ Composition: Jung’s Archetypes in Literature †¢ Composition: The changing language of the women’s movement †¢ Composition: Analysis in style of either Cormac McCarthy’s All the Pretty Horses or e. e. cummings †¢ Timed Writing: 2004 AP English Literature and Composition Free-Response Questions (Form B) †¢ Argument Analysis: â€Å"A Vindication of the Rights of Women† by Mary Wollstonecraft †¢ Project: Use Feminist Literary Criticism to analyze a children’s picture book. Writer’s Workshop: Detail Unit 4: Person vs. Himself 6 weeks Readings: †¢ King Lear by Shakespeare †¢ Sylvia Plath poetry †¢ â€Å"The Jilting of Granny Weatherall† by Katherine Anne Porter †¢ â€Å"Fate† by Ralph Waldo Emerson †¢ Heart of Darkness by Joseph Conrad †¢ â€Å"An Image of Africa: Racism in Conrad’s Heart of Darkness† by Chinua Achebe †¢ â€Å"Shooting an Elephant† by George Orwell Viewings: †¢ Excerpts from Apocalypse Now Discussion Topics: King Lear will b egin with family conflicts but by the end of the play, we will see a new type of conflict arise.Lear will have to grapple with his failing sense of reality and atone for what he now sees as his past sins. Katherine Anne Porter’s short story will also show the failure to grasp reality. Through the stream of consciousness point of view, the reader will feel like they are losing their grip on reality as well. Emerson’s poem will help us to understand if Lear’s problems were fate, or if fate merely took the fall for Lear’s bad judgment. Heart of Darkness is tied very closely to two types of conflict: person vs. himself and person vs. society. We will see how Kurtz’ descent into madness (yes!There will be many descents into madness in this unit! ) was caused by the evils of colonialism. Achebe argues in his essay â€Å"An Image of Africa: Racism in Conrad’s Heart of Darkness† that while Conrad was arguing against imperialism, he was doing so from a racist standpoint. We will analyze Achebe’s argument. Orwell will close out the unit by illustrating his own personal conflict with duty and attempt to â€Å"avoid looking a fool† in imperialist times. The Writer’s Workshop will focus on conventions, specifically advanced punctuation and its uses.Assessments: †¢ Composition: Characterization. Choose a character from King Lear, The Jilting of Granny Weatherall, or Heart of Darkness. Analyze the literary techniques that are used to illustrate insanity and the onset of madness. †¢ Composition: From the 2004 Exam- â€Å"Contemporary life is marked by controversy. Choose a controversial local, national, or global issue with which you are familiar. Then, using appropriate evidence, write an essay that carefully considers the opposing positions on this controversy and proposes a solution or compromise. †¢ Timed Writing: 2003 AP English Literature and Composition Free-Response Questions †¢ Argument Analysis: â€Å"An Image of Africa: Racism in Conrad’s Heart of Darkness† †¢ Project: Using the class copy of the Diagnostic and Statistical Manual of Mental Disorders 1994, create a power-point presentation that diagnoses either Lear or Kurtz with a particular mental illness. †¢ Writer’s Workshop: Conventions Unit 5: Person vs. Society 6 weeks Readings: †¢ The Things They Carried by Tim O’Brien †¢ Political Cartoons from the Vietnam Era †¢ â€Å"Mutual Deterrence† Speech by Sec. f Defense Robert McNamara †¢ War Poetry Selections: â€Å" Dulce Et Decorum Est† by Wilfred Owen; â€Å"The Death of the Ball Turret Gunner† by Randall Jarrell; â€Å"An Irish Airman Foresees His Death† by William Butler Yeats; â€Å"My Father Leaves for Vietnam† by Lenard D. Moore; â€Å"Palestine† by Lorna Dee Cervantes; â€Å"The Daisy Cutter† by Louise Rill †¢ The Sound and the Fury by William Faulkner †¢ â€Å"Living Under Circe’s Spell† By Matthew Soyster Viewing: †¢ â€Å"The War in Vietnam- A Story in Photographs† from The National Archives †¢ Excerpts from â€Å"Reporting America at War: The Reporters† from pbs. org †¢ Excerpts from The Fog of WarDiscussion Topics- We will begin studying person vs. society by examining how the life of a soldier is deemed honorable and sometimes necessary by society, but often looks mundane and horrific on an individual level. The Things They Carried will take us to one of the more controversial wars, Vietnam. By looking through collections of war photography from the National Archives and watching evening news broadcasts, we will determine what role the media had on the society’s opinion of the war. By reading a collection of war poetry, we will look at the emotional toll that war exacts on individuals.Then, we will shift gears and begin reading The Sound and the Fury, a novel where each character struggles against societal norms that no longer fit the family’s reality. Finally, we will read Soyster’s essay on disability and the struggles associated with it. The Writer’s Workshop for this unit will focus on broad, thematic revision by evaluating the effectiveness of our thesis statements in our portfolio. Assessments: †¢ Composition- Research Topic: Choose one form of media. (Some examples could be television, movies, internet, telephones, etc.You may not choose photography. ) Research and examine the chosen media form’s impact on modern warfare. It should include both positive and negative impacts. †¢ Composition- Persuasive essay: Where should we draw the line with war photography? †¢ Composition- Literary analysis of symbolism in The Sound and the Fury. †¢ Timed Writing- 2001, Question 3- the Sontag photography piece, On Photography, 1977. †¢ Argument Analysis- â€Å"Mutual Deterrence† Speech by Sec. of Defense Robert McNamara †¢ Project- We will create a family tree that spans back 3-4 generations.As a class, we will discuss what â€Å"societal values† are family tree puts on us. We will take a particular look at any â€Å"values† that are placed there because of our blood and not because of our reality. †¢ Writer’s Workshop- Thesis Revision Unit 6: Resolutions 5 weeks â€Å"Only connect! That was the whole of her sermon. Only connect the prose and the passion, and both will be exalted, and human love will be seen at its height. Live in fragments no longer. Only connect, and the beast and the monk, robbed of the isolation that is life to either, will die. – Howard’s End Readings: †¢ Howard’s End †¢ â€Å"Cathedral† by Raymond Carver †¢ â€Å"On Self-Respect† by Joan Didion †¢ Poetry of Kahil Gibran †¢ Faulkner’s Nobel Acceptance Speech †¢ Woody Allen’s â€Å"My Speech to the Graduates† Viewings: †¢ Howard’s End 1992 version †¢ Discussion Topics: We will end the year with a Victorian class study in the novel Howard’s End. With a host of characters, we will see how some are able to overcome the conflicts and others do not. We will also look at â€Å"connecting the prose with the passion† as we reflect on our studies this year.Before exams, we will take a full week to do practice exams and prepare the final touches on our AP experience. Finally, we will read several writers who focus on resolution rather than conflict. Through emotional experience, logical thinking, and even humor, we will see how characters and people in real life live and deal with conflict. Assessments: †¢ Composition: Analyze the role the house plays in the novel Howard’s End. †¢ Composition: Write a mock graduation speech that includes at least 4 quotes from readings throughout the year. †¢ Composition : â€Å"A picture is worth a thousand words. In our age of information, is a picture/movie/symbol worth more than the written word? Use the Rogerian style to persuade your audience. †¢ Timed Writings: Students will choose 3 timed writings to practice from released exams. †¢ Project: Collage. As a class, we will create a pictorial collage that represents conflict in the literature we have read and in life. We will then put quotes and phrases from the literature and essays we have read that illustrate overcoming conflict. The last part of the collage will show representations of different resolutions in life.

Strengths and Weaknesses of Food and Beverage Operation - The Queens Head Restaurant Free Essay Example, 1500 words

From the case study during the first quarter of trading, the enterprise remained at a stable price of approximately 12,000 pounds a week but decreased because the novelty value of having a new restaurant in the area wore off. The hotel attracts many customers because of its location near a rail station, airport, and road. This means that their volume of sales is high because they have high demand from the frequent customers and tourists who come to see the beaches and other attractions. More sales are contributed from the leisure centre where they offer membership to the gym and swimming pool. The customers remained loyal even after the novelty value of new business wore off hence making the sales consistent. A target of 15% of sales was set with price increases of 5% for the year of operation (2013-2014). The average food spends per head is less than 10 pounds per person and those who take drinks spend from 3.80 per bottle of beer and 14.50 pounds per bottle of wine. The food gross profit kept on increasing over the months. According to Henry (2001), wages are the finances paid to the staff members and the all other employees. We will write a custom essay sample on Strengths and Weaknesses of Food and Beverage Operation - The Queens Head Restaurant or any topic specifically for you Only $17.96 $11.86/page

Race, Class, And Gender - 2137 Words

When registering for classes for the Spring semester I looked at the required courses that I had to take based on my major. I then came across one of them which was Social Issues. The title intrigued me, so I decided to fit it into my schedule. I felt that the course would be interesting and be an enjoyable class to take. I had an idea of what the course would be about, but when I walked into the first class I was surprised how much the course would actually be covering in terms of race, class, and gender. Before taking Social Issues, I thought that the course would be exploring a broad range of social issues. My definition of social issues before the course was an issue that affected many individuals, not thinking specifically about race, class, and gender of all people. After and while taking the course I have finally realized what social issues are, they are the issues that are associated with race, class, and gender of all people and how they are affected by the three main chara cteristics that make individuals who they are. Of course, I knew and associated racism and stereotypes with social issues concerning our society in terms of race. Before taking Social Issues, I associated race with racism and stereotypes as most people do. But as the course continued I found a new respect and understanding of race, class, and gender and the stereotypes, racists comments, and discriminatory actions that are associated with all three. I thought that racism was just notShow MoreRelatedRace, Class And Gender1032 Words   |  5 Pages IN WHAT WAYS DO RACE, CLASS AND GENDER SHAPE PRACTICES AND EXPERIENCES IN PRISON? DRAW ON THEORIES AND EXAMPLES/CASE STUDIES TO SUPPORT YOUR CASE. 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These people originate from everywhere; America is a melting pot of culture, and that can unfortunately cause social inequalities to arise through the Matrix of Domination, a theory that mirrors the intersectionality of race, class, and gender, as coauthor of Race, Class, Gender, an Anthology Patricia HillRead More Race, Class and Gender1851 Words   |  8 PagesThis is premised on the stance that the racial hierarchy, regardless of its dismissal, seems to continue to characterise socio-economic relations. stated that race remains a factor because it is deeply embedded within the subconscious, a discussion on this shall follow suit. McClintock (1992: 5) declared that â€Å"race, class and gender are not distinct realms of experience existing in splendid isolation from each other. Rather they come into existence in and through relations to each other.† MoreoverRead MoreRace Class and Gender1003 Words   |  5 PagesWHAT ARE YOU TO DO WHEN LOOKING LIKE YOU DO IS NOT BEAUTIFUL? Beautiful. Everyone wants to look beautiful, but who determines what beautiful is? Being ugly is a problem that everyone fears. Getting under the knife on a surgical table is an answer to the problem. Eating an apple and only an apple, once a day is the other answer to the problem. The problem of not looking beautiful is slowly wiping out the naturally beautiful men and women. What are you to do when looking like you do, is not beautifulRead MoreRace, Class, Gender And Sexuality Essay953 Words   |  4 Pagesdemonstrate how race, class, gender and sexuality make certain experiences different. Intersectionality is the overlapping of social categories such as race, class, gender and sexuality that leads to further discrimination against a certain individual or group. 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The School Should Be A School Wide Assembly - 1837 Words

The school can hold a school wide assembly informing the students where to get help and support, how to deal with grieving a crisis in healthy ways instead of unhealthy ways. The school should inform the students about the entirety of the event and follow up with what action plans the school has in place to help reassure the staff and students that they are safe. More routine drills can be put in to place to keep everyone feeling ready in the event of an emergency as well. The school may also organize an event to bring more joy back into the school such as a dance or some fun event that raises everyone’s spirits. The school should make sure students are aware where they can get help and counseling, who to ask for help and when they should seek help. Talking about the events that took place will help everyone find closure and peace, they students should not be urged to avoid the topic or avoid talking about it, it may even be a good idea for the staff to hold coping exercises i n their individual classrooms where students can express their thoughts in a welcoming environment. Teachers can report the progress back to the principal to keep everyone informed on the grieving process. Returning to a regular schedule is important once the students return to school, the sooner everyone can get back to the daily routine, the better. Returning to regular activities and classes is a necessity during the coping process. Students who have been impacted by a traumatic event rely on thatShow MoreRelatedSchool Is A Safe Environment For All Students862 Words   |  4 Pagesit is stated the school will offer a safe environment for all students. But every day on the news, there are stories in which a teenager commits suicide, or a teenager bullies another student. In recent years, it seems these types of news stories have been on the rise and brought to many people’s attention. For example, there has been shootings, hazing, physical abuse, and murders happening ever yday in schools (Furlong et al., 2005). When a student enters a school building it should be a safe environmentRead MoreCyberbullying Is A Serious Cause For Concern1557 Words   |  7 Pagessocialize, cyberbullying, or online bullying, has become a serious cause for concern. First, with the advent of technology being integrated into public schools, some young people are creating online identities and anonymously posting images or harassing messages intended to harm others. These kinds of harassing online behaviors are being reported at schools in many U.S. states (Davis, 2012). As a result, â€Å"Thirty-eight states have bullying laws that include a ban on ‘electronic harassment’ in their provisionsRead MoreChildren s Learning, Well -being And Development1344 Words   |  6 Pagesself- esteem. Their role is to help manage or eradicate these barriers altogether in order for the child to progress with their learning. They also assess, help and support children who h ave challenging behaviour. They will visit a school and observe a child within the school environment whilst they are at work and play. They liaise with class teachers, look at their books/ classwork, chat to the child and test them to evaluate their intellectual development and skills. They are skilled in a range ofRead MoreHow The Ethos, Mission, Aims And Values Of A School1115 Words   |  5 PagesExplain how the ethos, mission, aims and values of a school may be reflected in working practices. The aim of the school I am associated with is : â€Å"To give children equal opportunities for learning, through a wide variety of experiences that will develop their knowledge, skills and character. To actively promote race equality and good race relations across all areas of school life and to eliminate unlawful discrimination. To ensure that the school pursues high academic standards through a broad andRead MoreAchievement of the Goals Set Down in the Charter Oath of 1868 by 1895630 Words   |  3 Pagesestablish assemblies and all policies to be based upon wide consultation, to allow people to choose their occupation without class restriction, to abolish the uncivilized customs, to learn useful and practical knowledge and the national interest would override all other interests. After examining the result of certain reform items, the goals set down in the Charter Oath were to a large extent achieved by 1895. The Charter Oath promised an elected assembly to discussRead MoreSchool Wide Approach For Addressing School Bullying Prevention Program951 Words   |  4 PagesComprehensive Programs As a foundation, a comprehensive, school-wide approach is essential to addressing school bullying (Aluedse, 2006). Such an approach requires collaboration among all stakeholders including students, teachers, counselors, administration, and parents, creating a shared sense of investment and ownership (Austin et al., 2012). Rather than simple modification to existing character education lessons, a comprehensive approach addresses systemic change and individual interventionsRead MoreEssay On Technology And Technology787 Words   |  4 Pagesoffice or a hospital. All of these jobs have a connection to technology in some way. Another example is mechanics; in the past they had assembly lines without computers. Currently the assembly lines are hooked up to computers to check the engines and what not. Without these computers, the jobs wouldn’t be as efficient today. From personal experience, growing up in school with computers has really helped me adapt to modern day jobs. Especially when I leave for college, I will be working in illustrationRead MoreCyber Bullying Essay1114 Words   |  5 Pagesmedia coverage world wide to gain attention from the public. The public, students, and parents have been concerned with cyber bullies that make threats and other disgusting remarks to criticize people on the internet through Facebook, MySpace and other social media sites. The public continue to complain of being feared of their families falling victim to cyber bullying. The Public concerns over the physical and emotional health of bullying victims and the climate of public schools has created demandRead MorePersonal Writing : My Personal Narrative1036 Words   |  5 PagesDo you remember those journal entries we all had to do at school as little kids? When your teacher would pass out everyone’s notebooks and write a short prompt on the whiteboar d? Most kids dreaded that part of the day, but not me. I loved to write. Even at the age of eight, in Mrs. Greenfield s second grade class, I thought it was something special. I would take the prompt into careful consideration and write my thoughts in the neatest penmanship my little hands could muster. But my favorite partRead MoreReflection On Education989 Words   |  4 Pagessilver and bronze medals for pole vault. I also earned a certificate for completing Ford’s High School Science and Technology Program. (5) Special talents or abilities: Example- Art, Music, Sports, Foreign Languages, etc. I have a passion for music. I started playing guitar and ukulele when I was young; besides some instruction from my dad I am self-taught. Music is not the only art I enjoy; I like to do a wide variety of creative projects ranging from graffiti and building my own skateboard, to drawing