My Philosophy of Education Essay -- Teaching Careers Teachers Essays

My Philosophy of Education There are all different kinds of students and each of them deserve the chance at a fulfilling education that improves their self - esteem and self - efficiency in the world. Every child deserves a teacher that is fair and understanding of the different ability levels of each student in their classroom. This is my philosophy of education. In preparing to become a teacher who truly tries to understand the vast differences between children, I want to address the nature of students, the nature of knowledge, the purposes of public education, the methods of teaching, and the curriculum area that I am studying. First, I believe Rousseau?s theory of people being born with a blank slate. Children are not good or bad by nature. They are brought up in different households by different groups of people. I have noticed in my observing that there are shy children, rambunctious, leaders, followers, those who do neither they just play by themselves, the ones that talk all the time and those who only speak when they are called upon. These characteristics are not determined always at birth they are learned behavior. Some children are not allowed to talk at home unless they are spoken to, and you can tell when a child does not get much attention at home because they crave your attention in school. But, above all, children want to learn. When children enter elementary school, most of them are so open and creative, and these students need a teacher who will use that openness to keep that child interested in school. Secondly, the nature of knowledge. I believe that knowledge is relative and absolute. There are some people who can learn from experience and others that need to learn from memorization. I be... ...mentary school. And finally, I would have never passed literature in high school or college without learning what character, setting, and plot were in elementary school. The basics have never really changed since the beginning of public education and the time of reading, writing, and arithmetic. Teaching is probably the most important field a person could ever go into. I hope that I am a teacher who will not only benefit the overall education of the students who come into my classroom and make them better students, but that I will benefit and learn from each one of those students so that I can become a better person and teacher. With all the different types of students in the world, there is not one way to teach. I hope that I can learn to adapt myself to meet the educational needs of every student. If I did not do that, what kind of a teacher would I be?

A Torrential Downpour in the South Essay -- Descriptive Essay, Descript

What causes fascination? Perhaps it is our inherent curiosity of the unknown. Why then, do we often marvel at the most mundane of phenomena? Wherein lies the secret to this sensation of phenomenal wonder - the ability to perceive the ordinary with a unique sensual acuity? I cannot claim to have this aforementioned acuity, but I have endeavored on many occasions to hunt for the intriguing in what is plain - to experience ‘phenomenal wonder’. There are experiences which do not require acuity to fascinate us - the mystical. I have encountered much that is mystical, but the torrential downpoor will forever amaze me. I pity those who have not bathed in the torrential downpoors of the southern states, for such a shower cannot be found in the most elaborate of spas. Many northern states are deprived of the torrential downpoor, and for me to explain its splendor, I must first describe the atmosphere prior to it. During the summer, the south is like a clay pot in an oven. The land is dry, hot, and dusty. The heat convinces you that the mouth of hell is opening, with flames licking your feat as you walk. Entire communities pray for a miracle hailstorm to extinguish this incredible heat. It is apparent that no amount of praying will result in a hailstorm in the middle of July; rain, on the other hand, is quite possible. Meteorologists argue it is the natural order of things; poets and romanticists claim it is the will of thirsty land that prompts the sudden showers of the downpoors. I am not concerned with the cause of this heavenly precipitation, only interested in its result. The first torrential downpoor is like tasting a sip of water after days in the desert. The mouth of hell is closed and the flames smothered. You can smell ... ... looked innocent and tranquil. As the ferocity of the downpour would end, we would begin to open the windows. Chilly breezes would sweep magnificently through our house, almost as if the wind had a mind of its own. I swear that I have, on more than one occasion, touched the wind. Physicists may label my claim as impossible; others envy me. The wind is a spirit; it is like a hand that strokes the earth to soothe it; and if you were to use an innate acuity (which we all possess) the spirit in the wind will surely touch you. For me, the torrential southern downpoors have never lasted long enough. The cold dry winter would always come too early, and the downpoors begin too late. Perhaps that is why I savor every rain drop. I have tried to search for such ‘phenomenal wonder’, but I have yet to succeed in finding an experience more astounding than that of rain.

How effectively does Shakespeare use scene 1 Essay

‘A pair of star-crossed lovers take their life’ this immediately tells the audience the tragic fate of the ‘lovers’ mentioned in the first 6lines of the prologue. Warning the audience of the sorrow and heartbreak that the play will lead to. Shakespeare’s ‘Romeo and Juliet’ is based on the hatred between two families, the Montague’s and The Capulet’s and how their anger and passion towards each other lead to the death of a beloved child from each family. Shakespeare uses Act 1, scene1 to introduce many of the main themes that appear throughout the play, these main themes are; Disorder, fate, light and Darkness, love and passion. Using this prologue Shakespeare is able to tell the audience the entire story line without them even watching the play. The line of the prologue beginning ‘A pair of star-crossed lover†¦. ‘ tells the audience straight away of the fate of the two characters involved. This set the scene for an inevitable ending whilst warning the audience what to expect, this is also back up throughout the play because as soon as one good thing beings disasters follows closely behind. Using prologues at the beginning of his plays, Shakespeare was able to capture and engage the audience’s attention and quieten them down before any of the main characters are introduced. The takes place in the form of a sonnet, this would have contained the classic characteristics of love poetry, this would have been a very successful way to introduce the play because not only would it have captured the audience’s attention and quietened them down, but Shakespeare would have used this prologue to give the audience vital information that they would have needed to understand the rest of the play. Shakespeare would have also been able to give the audience some idea of what to expect throughout the rest of the play. This was very effective as it used tight rhythm and rhyme designed to draw the audience in. The prologue at the beginning of ‘Romeo and Juliet’ beings ‘ Two House-holds, both alike in dignity, in fair Verona (where we lay our scene)’ and continues â€Å"Whose misadventured piteous overthrows, Do with their death bury their parents strife†¦ † so in these two short lines Shakespeare has told his audience who the characters are going to be and where the play is set. ‘Romeo and Juliet’ is set in Verona, Italy. Shakespeare chose this location because in the 16th century, Italy was regarded as a beautiful country, known for it wealth and romance, using these images and scene he had created in his head Shakespeare thought Verona would be the perfect place for ‘extravagant lovers’ Verona was one of the 4 most important states in Italy. Each of these states has its own ruler; these rulers would have been very competitive, trying to gain superiority over others. Shakespeare used this key theme in the play ‘Romeo and Juliet’ in the form of the Prince. The ‘Prince’ would have ruled the state and overseen all activities that take place, this would include quarrelling and feuding between any families that live in the state. Shakespeare picked this up in his version of ‘Romeo and Juliet’ making the Prince the ruler and the Montague’s and the Capulet’s the two feuding families. Shakespeare’s ‘Romeo and Juliet’ was not a piece of William Shakespeare’s direct work; he had based all the ideas and storylines on a book he had read by Arthur Brooke, entitled ‘ The Tragic History and Romeus and Juliet’ written in 1562. The History of this particular story goes back even further, to a Greek author names Xenophon. Whilst re-writing this particular storyline Shakespeare decided he was writing the play for different reasons to the ones Brook had used. Arthur Brook wrote the poem to ‘warn young people of the dangers of physical attraction’ Shakespeare wrote his version because he was ‘more interested in considering the validity of true love’. Although Shakespeare had ‘copied’ the story from two other people he had changed it and added pieces to make it his own. For example, Marcutio, Benvolio and the nurse were not featured in Xenophon version or Arthur Brook’s version. Shakespeare had to do this because his audience would have known the original storyline and may have thought of Shakespeare as a fake, audience’s in this time period would not have ‘held back’ if they did not like the play they were being shown they would leave and cause havoc in the theatre. Not only did Shakespeare add characters, he added little parts of scenes to give the play more of an impact and reinforce the storyline. For example he added; a street fight, domestic scenes of food preparation, an incident with the musicians, Tybalt’s challenge to Romeo and the killing of Paris in Act5 scene 3. Act 1, Scene 1 opens with Capulet servants, Sampson and Gregory talking aggressively and violently in a busy market place looking for trouble, â€Å"†¦ and therefore women being the weaker vessels are ever thrust to the wall, therefore I will push Montague’s men from the wall, and thrust his maids to the wall†. The two servants them speak of the hatred and bitterness between to two families whilst discussing violent and crude images. This section also represents the high-lightered issue of violence, which occurs in different sections of the play. Not only is this section crude and vulgar, it shows how violent these men maybe towards women and man. It’s not long before a servant from the Montague family enters the scene, an argument sparks and the two ‘sides’ are soon shouting at each other. This shows the audience of the loyalty that the servants have towards their households. When the argument/ fight continue the audience are shown that everyone is willing to put their life on the line for the sake of their family name. This is also observed later on in the play when Romeo and Juliet realise for the first time they are from 2 different, arguing families. This argument prepares the audience for other quarrels and brawls further on in the play. â€Å"What, drawn and talk peace? I hate the word, As I hate hell, all Montague’s, and thee. Have at thee, coward† this particular dialogue spoken by Tybalt not only reflects the aggressiveness of his personality but tell the audience of the hate and bitterness between the two families. Shortly following these events Benvolio enters, † Part, fools! Put up you swords, you know not what you do† this shows the audience the peacekeeper in the play, the man that attempts to separate the two families and stop the brewing fight/argument. When this does not work Lord and Lady Capulet enter, followed by Lord and Lady Montague. Both the Capulet and Montague Lords want to join in the fight but are stopped by their wives, who tell them that they are too old. As the wives hold the pair back the Prince enters with his ‘men’. The Prince is seen as the figure of authority in the play; the person who controls all problems and is seen as someone who is capable of sorting out any feuding and arguments. He uses this ‘power’ in a long speech where he talks of past quarrels between the Montague’s and the Capulet’s and how it cannot continue. He does this to tell his audience that these ‘arguments’ are not a one off thing and happen regularly disrupting the people of Verona. The two families recognise the figure of authority and part, this shows the audience that the Prince is superior to all other characters. The Prince continues, † If ever you disturb our streets again, your lives shall pay the forfeit of the peace† this is the only time that the Prince is seen as a threatening figure in the play, warning all members of the Capulet and the Montague household that if ever a fight breaks out again someone will pay the price with their life. The Princes language in this section is firm but at the same time, Shakespeare makes sure his audience wont view him as a threat to any of the other characters although he is. The Prince speaks in blank verse, to show he is superior and powerful and emphasises his intelligence. All the characters understand the Princes speech, but Romeo goes on the break the rule and is later banished from Verona although Romeo himself is not present when the fighting breaks out. This separates him from the rest of the characters making him seem detached from the families feuding and willing to carry on with his life without starting trouble every time he sees a member of the Capulet household. The scene continues, the Montague’s leave with the Prince and the Capulet’s are instructed to return to their homes, Montague, Lady Montague and Benvolio are left in the market place, here a conversation takes place about Romeo and how he seems withdrawn from all goings on. Benvolio is asked to investigate into why Romeo is behaving like this and the rest of the Montague’s leave. This is the first time the audience are introduced to Romeo when he begins his conversation with Benvolio. This is where the themes of love and passion are brought into the play. † With Cupid’s arrow, she hath Dian’s wit; And in strong proof of chastity well armed, From Love’s weak childish bow she lives uncharmed† Romeo is speaking in verse to tell the audience about his love for Rosaline but Benvolio is not convinced that Romeo is actually in love, Romeo complains because the woman he claims to love will not marry nor love him back. Benvolio tells Romeo that other women will come along and he should try hard to forget about her, Romeo listens to this although really he is not convinced. Romeo uses and elaborate way of speaking â€Å"†¦ Why then, O brawling love, O loving hate, O any thing of nothing first create! † but this indicates to the audience his emotions are artificial, not coming from the heart. The audience would now know that Romeo is truly infatuated with Rosalind and that it was not just a fling or something he wasn’t taking seriously. Throughout Romeo’s long speech to Benvolio he uses many oxymorons to emphasise what he thinks he is feeling. â€Å"Loving hate† and â€Å"cold fire† are perfect examples of when Romeo confuses himself with the overwhelming emotions he claims to have. The line â€Å"love sickness,† indicates to the audience that Romeo is almost infected with love for Rosaline and this may not be such a good thing. This would be showing the audience that love can to do terrible things to normal people, confusing the mind and turning and normal life chaotic. The light and Dark imagery is shown in the speech between Benvolio and Romeo but this is not mentioned until the audience is introduced to Juliet, Juliet is seen to be the light and Rosaline is seen to be the darkness that fills and confuses Romeo’s heart. This is where Shakespeare cleverly uses imagery to represent the two female characters in Romeo’s point of view. The other themes are continued throughout the play, from when Romeo and Juliet meet to when the both die together in the chapel of rest, where Juliet’s body has been placed. The theme of love however is resisted in Act 1 scene 5, when Romeo and Juliet fall in love and know they shouldn’t. The idea of courtly love is present through most of this scene, although Romeo and Juliet are not experiences this, the theme and ides is the same. The idea of courtly love originally came from a European tradition from the middle ages but still known in Elizabethan times. This was basically a set of rules/ expectations of people who fall in love. These rules stated a number of things this included â€Å"her coldness inflames the passion. He is consumed with melancholy and makes up verses about love† this is present in Romeo and Juliet towards the end when Romeo is desperate to see Juliet and in his last hours makes up several verses to calm himself and prepare himself to meet his wife, Juliet in heaven. The idea of marriage also originated in Europe and is also present in the play, this theme is only mentioned by Capulet once, when he is talking to Paris about his arranged marriage to Juliet. Juliet was pleased and honoured to have been asked to marry Paris until she meet Romeo, this is when she began to resent the arranged marriage. Capulet tells Paris the way to win his daughters heart, the themes of love and passion, light and dark and violence are continued throughout. Shakespeare very cleverly uses Act 1 Scene 1 to introduce these theme either through the prologue, what the first characters say or the actions and imagery that are used. Shakespeare was able to take all of this into account and still produce his own version of Brooks poem â€Å"The Tragic History and Romeus and Juliet.

Are sports hurting kids? Essay

Organized sports have a lot of effects on children, whether they be positive or negative. Children are still finding out who they are and what the world is like. I chose this topic because I wanted to know childrens’ motives to do organized sports, and what effects the sports have on the them. I wanted to know the reasons kids start playing sports and, while it may be different for every child, they all had to have had some say in it. Every sport has skills that benefit children such as learning leadership, creating realistic goals they can achieve and learning to get along with others. Children also learn about personal discipline. â€Å"What’s even more interesting is that kids derive those benefits whether or not they excel at their chosen sport† (Mary Forgione). When I first saw this quote I was really surprised over the fact that children learn these important life lessons even if they aren’t good at their sport. Ever since I had the chance, I played baseball. Why? I don’t really remember, but I do remember I enjoyed playing the entire time. Now, with my part-time job at Encore Gymnastics, I get to see kids clearly enjoying themselves while learning gymnastics So now I question my own reason for starting sports. So I want to know: What effects sports have on children physically, mentally and socially? In a lot of situations, parents force their children to do sports. They do this for a variety of reasons, including, learning to cope with defeat and staying humble with victories, making new friends, and gaining self-confidence. Or, for a less appropriate reason, perhaps hoping the child will get a scholarship so they won’t have to pay for college. Parents figure â€Å"My child will be a better person because of sports,† which most of the time is true. But if a child doesn’t enjoy their sport, in a lot of situations the child will become miserable. In some cases the child will go to extremes to make their parents happy, because the child thinks the parent only loves them because they play the sport their parent wants. When the child gets to choose that they want to start playing a sport, this is the best case scenario for a child to get all of the benefits that sports can provide for them. Sports also have an effect on the mindsets of children. â€Å"Youth who participate in organized sports during middle and high school do better academically and are offered greater job prospects than children who do not partake in sports activities†(Marilyn Price-Mitchell). As stated in this quote, children in sports usually do better in school and get better jobs. There are three main psychological aspects that affect children in sports. The intensity of child active in sports has a mental effect on them. The amount of time children spend doing sports each week is particularly important to whether they get positive or negative developmental outcomes from their participation in sports. Kids who spend more time in organized sports have greater benefits than children who participate at lower levels or not at all. With greater time commitment, children develop better mastery of skills and stronger knowledge of tactics and strategy than other children. This can lead to the development of strategic thinking which is helpful in all aspects of life, including the ability to find and excel in getting a job. No one can tell anyone how many hours of sports per week is the perfect amount. The important thing is that children who make a commitment to regular practice receive greater developmental benefits (Price-Mitchell). Another mental effect of sports on children is continuity. The stability and length of how children participate, both in practice and competition, across their adolescent years is also important. Studies suggest that intermittent participation during the middle and high school years is not as beneficial as continuous dedication. Making a commitment over time increases the likelihood that children will overcome challenges and obstacles in their performance. They also have greater opportunities to interact with teammates, learning to cope with the interpersonal challenges of working with others. This is an important aspect of developing an internal strength that lasts a lifetime (Price-Mitchell). The last main mental effect and possibly the most important aspect is balance. Achieving a balance between sports and other activities is what makes sports participation healthy. Studies show that greater developmental outcomes are obtained by children who spend time in activities other than their main sport interests. It’s not necessarily the numbers of activities in which youth participate but rather that they have activities other than sports. For example, one study found children who participated in sports and school clubs had lower rates of depression than kids who focused exclusively on sports. Other studies suggest that children who participate in activities that present real-world challenges, like volunteering in their communities, achieve greater developmental benefits. These activities encourage children to develop an identity and see a world beyond a game of winning and losing (Price-Mitchell). For parents and children to get desired effects from the child participating in sports, it requires the parent and the child to come to a middle ground of what they both want from the sport. Using this strategy allows the child to get the most out of the sport and stay close to their parents. If the child is only or mostly pleasing their parents with the choice to play sports, the child will not get all of the psychological effects explained above. On the other hand, if the child is only pleasing themselves with sports and their parents are disapproving. The parents may decide to stop financially supporting the child’s participation in sports, which will once again, stop the child of getting the most of the positive psychological effects explained above (Forgione). Children on teams find it easier to make friends with one another because of the camaraderie that occurs within the team. They also work together better when the kids on a team become friends, because they feel better when working with one another. Children on a team who also bond with one another will almost always play better. It you take a team with a lot of individual skill but not a lot of teamwork skills and place it against a team with less individual skill, but more teamwork skills. The team with teamwork will almost always come out on top. The reason for this, is the team with little teamwork won’t know how to work with one another and in turn, play worse than the other team (Development). Children in sports will more often adhere to rules compared to kids who don’t play sports. Kids in sports tend to follow rules because sports have fairly strict rules and people always watching to enforce the rules. Kids are more careful to follow the rules so the don’t get in trouble or get caught (Development). Parents should also be careful when signing their children up for sports; they should know their children’s attentiveness and physical readiness for such activities (Hughes). Sports should also not replace current free play activities of the child. For some children, informal play is much better for them. Not having set rules and harsh practice schedules is much better for these children. They flourish off of this kind of activity and putting these types of children into organized sports can actually harm them or cause depression. As I walked over to talk to Byron Beckes, my baseball coach from five years ago, he had just finished practice with his little league majors baseball team. I enjoyed the scenery with a bright blue sky and trees all around, and when I walked over to Byron he told the story to his team of when he was coaching me. We were in the finals of the in-house tournament. I walked up to bat with a man on second base and we were down one run in the bottom final inning with one out. First pitch came a little high and outside but I chose to swing anyway, As I ran to first base I saw the right fielder start to back up as fast as he could. But then he just turned around, stopped running and just stared at the ball as it flew over the fence. Coach Beckes still tells that story to some of the teams he coaches. I think it’s awesome that he still remembers me; he always says â€Å"How could I forget? † Then we started the questioning. Beckes proceeded to tell me that he has had many experiences with children fro the past 40 years or so and the one with me is one of the most memorable. â€Å"I love to help the kids develop skills that they can use to get to the next level,† he said. Beckes also told me that after being a coach for over 40 years, the aggressive competitive levels kids can get to can get really dangerous. â€Å"To the point where kids that are good friends off of the baseball diamond, could be very hostile toward each other on the diamond. † Beckes then explained that he definitely enjoys having a positive effect on kids while coaching them. He also thinks that being a good supportive coach that also makes the kids play their hardest is the best kind of coach one could be. He finished with saying â€Å"All kids can get their desired effects from sports as long as they exert themselves equally as hard,† Beckes explained. Kids can reduce their chances of become obese by playing youth sports. Youth sports promotes healthy habits that could last a lifetime. Staying active throughout their younger years can teach kids to stay active the rest of their life. Not only can they reduce body fat, but they can also build some muscles and boost metabolism (Morris). Participation in sports also get positive health effects like decreasing risks of high blood pressure, heart disease diabetes and some types of cancer. Kids who are successful usually go into more rigorous programs for sports which require long practice hours and pushing their bodies to the limit. The kids also, almost never realize the amount of stress they are putting on their bodies. Often when kids commit too much time into their sport then they are usually the ones who suffer from not being able to compete anymore. As long as kids are dedicated but don’t put their whole lives into their sport, the sport should be beneficial to the child and they should get the most out of their sport. Having children be overly intense in their sport at too young of an age can have bad effects on them for their adult lives and even not allow them to participate in their sport anymore (Ashley). Studies show sports have benefits in keeping kids positive, focused and in school. Kids in sports are less likely to use drugs, smoke and alcohol compared to kids who don’t participate in sports. Teenage girls in sports are also less likely to become pregnant. Sports and other physical activities activate the release of endorphins in the brain which boost mood and relieve depression. So children in sports are less likely to develop depression than kids not in sports. Sports also relieves anxiety. Girls who participate in sports have increased confidence and healthier bodies than girls who don’t. Children in sports develop better hand-eye coordination and balance than kids who don’t play sports. Better coordination leads to less problems with tendon and ligament injuries. Children who develop a strong core are less-likely to have injuries during their youth years. No matter how much athletes prepare for more serious injuries, such as fractures, dislocations and concussions, they can still happen. These injuries can all cause permanent damage and maybe even cause the athlete to have to stop playing sports. According to The Center For Kids First’s survey of 20,000 kids, 65 percent of them joined sports to spend more time with their friends and only 20% of kids said they joined sports to get better (Wilson). Professional sports has a lot of effects on the mindsets of children. Children get to thinking that professional sports is the way to the good life and how to get to riches and fame. In schools, sports are highly appreciated especially in high school. High school kids in sports are usually considered the â€Å"cool kids† and are considered that just because they play sports (Griffin). Well functioned recesses at schools can give more instructional time for the teachers because less recess-related problems between kids carry over into the classroom. Children with recesses that are longer than 15 minutes have less problems during class time and they behave better in class than kids that have shorter recesses. A well-functioning recess can support strong relationships among students, teach conflict resolution and other life skills. School principals are in a position of power for allowing students to have a strong and effective recess. â€Å"8 in 10 principals reported that recess has a positive impact on academic success†(Johnson) And â€Å"two-thirds of principals reported that students listen better after recess and are more focused in class†(Johnson). It has also been found that almost all principals say that recess has a positive impact on social development and general well-being. Even though recess has led to success, some schools cut recess time to meet testing requirements. Recess is linked to good student behavior but, most principals still take recess away for bad behavior. â€Å"When asked what would improve recess at their schools, they prioritized an increase in the number of staff to monitor recess, better equipment, and playground management training, in that order† (Johnson). This just shows how people just don’t realize how effective letting kids have physical activity time is. Recess time at schools is, in almost all cases, beneficial to the students. Schools should make recess time during school just as important as instructional time. Recess is the single biggest source of student disciplinary problems, But all it takes to fix that is to have the school manage their recess more effectively. There are simple steps in making sure children are kept healthy and flourishing off of sports and physical activities. When the parents and children are on the same page for what they want from the sport, the child will gain more from it. It is also proven that physical activity prevents some diseases and keep a child’s mind healthy. A child will also perform better in school if they do sports or have had a beneficial recess. As long as children enjoy their sport and keep free play activities alongside the sport, the child will mature efficiently and effectively.

Misunderstood Adolescents

Stereotypes of a group of people can affect the way society views them, and change society’s expectations of them. And with enough exposure to a certain type of stereotype, society may come to view the stereotypes more of the reality, rather than it being a â€Å"chosen representation,† which can cause a misunderstanding between people. The public’s perception of today’s teenagers, stereotypes them in such a way that portrays teenagers as â€Å"bad. † Teenagers are believed to be obnoxious and ignorant (moody, insecure, argumentative, impulsive, etc. because of how society sees the majority of teenagers. People believe that teens are rebellious, immature, and trouble for their parents. People tend to think teens are violent, reckless, and lazy. Many people do believe that strict eye should be kept around teenagers, especially those who tend to create problems or those who misbehaves. However we all do realize and know that not all teenagers are like that. Some may fall into the mentioned criteria, while others do not. I do understand, there are teenagers whose overall, general idea during their adolescence, is to have fun and â€Å"explore† during their younger years (like how many people say to enjoy your teenage years), but there are also teenagers who focus on more serious aspects of life. We cannot classify teenagers as adults when in reality, there are some who act like children, but at the same time, we cannot and or shouldn’t classify them as children either for the few of those who do act like adults. In my opinion, society bases their stereotypes on the teens they come into contact with as well as the ones that stand out from the rest. These portrayals trigger the â€Å"involuntary response† that all teenagers must be that way—a false assumption of both parents and teenagers. The negative stereotypes not only affect how adults see teenagers, but they also influence how teenagers see themselves. Knowing the feeling that the majority of the world doesn’t respect or understand teenagers does little when trying to encourage a positive sense of self-worth in themself. Believing in a stereotype has its disadvantages. I believe that it is in partly because of the misinterpretation and hugely overstated way teenagers are depicted through he media (in movies, television, etc. ) First of all, nobody likes being judged because of a stereotype. Nobody wants to be known as someone their not. Adults insist on stereotyping teenagers because they often act in stereotypical ways. For example, making generalizations that adults think they are no good and will do bad things just because they don't agree with them on a particular issue. Teenagers want their voice heard and with these stereotypes, however nobody’ willing to listen to their perspective or side of the story. So teenagers appear to be rebellious, when they get stubborn in attempting to get their point of view across. These stereotypes about teenagers are so common that, now teens do re-question about themself, in general, if they are bad. A personal experience that I had with how people viewed me in comparison with other teenagers on school campus, was just recently when I was a new student to Mclane High School. Coming from Clovis Unified, and knowing what I hear about McLane, I already knew that McLane wasn’t the best school or was in the best neighborhood as well. I would often hear stories about how students would ditch their classes and not even come to school, probably like come to school every other school days. And sadly, some not even able to graduate with their high school diploma. My first day on the McLane campus, I was especially shocked when I met up with a counselor and was ask if I was â€Å"planning to drop out of school, or attend college. † Obviously, I wanted to go to college, but knowing about how some of the students in McLane aren’t eligible to go to college, I took that more of a concerned question rather than a put-down comment. It’s true that teenage is characterized by having mood swings and or abrupt behavior due to â€Å"hormonal† changes, but yet it is the same for every teen in the world. Teenagers are more intelligent and skilled than what society â€Å"assumes† they are. During our adolescence, it is simply more of a phase transition into adulthood, where there are various reasons why we do and act the way we do, to be able to understand us, society should let teenagers themselves explain the stories behind the stories that people assume about them, and let people listen. Stereotyping teenagers (and or for any other group of people) doesn’t seem unjust, but yet it happens in society. Groups are misunderstood because people aren’t willing to listen to what one another has to say about their view, which causes confusion or we just start to assume based on what we know only (which is only one side of the full story).

Computer Technologies essays

Computer Technologies essays At the end of the Cold War computer technology was on the verge of new era. Glocal satellite communications and the Internet opened a new portal to the world and if the U.S. Navy wanted to stay the dominant power to control the seas it had to take advantage of every technological advancement and innovative idea. Organizing a private intranet network incorporated with web applications and technology quickly became the backbone of global and local Navy vessell coordination and synchronization. High-tech multitask computers became the core of projects for new Navy ships where their use made the crew volume decrease by a hundred, a hundred and fifty percent. Also the versatility of cumputer and web applications allows the Department of Navy to stay just inside its budget, which is declining every year, by the integration of comercial everyday software into their systems to help the Navy build their global computer network. Applications like these, some of which people even use in their h omes, saves the Navy money by not having to purchase and design special software for military-only purpose. The most significant and impactful project for the network centralization of the Navy using modern computer technology is the "Information Technology for the 21st Century" project also called IT-21. Ever since its deployment the IT-21 quickly gave favorable results and promising future, and one of the most valuable benefits from it, was the coordination of vessels to conduct massive operations: : "This first IT-21 deployment was a revolution in connectivity for cruiser-destroyer (CruDes) units. The combination of enhanced IT systems, expanded connectivity paths, and power projection placed them in a prominent role during the execution of Tomahawk strikes in support of Operation Allied Force in May and April 1999. A group consisting of a guided-missile cruiser, guided-missile destroyer, destroyer, and two attack submarines conducted the initial p...

Free Essays on The Mentally Challenged

When one looks at the world around, what is it that one notices? The way people walk? The way people act? What about those that don't walk, talk, or even look like most people? Everyone, regardless of who that person may be, needs to be reminded of the saying, "You can't judge a book by its cover." A lack of understanding is what leads to prejudice. The prejudices are not only against people with different skin tones, ages, or sexes, these prejudices also extend to judgments made against the physically and mentally challenged. Through my experience at the centre for the mentally challenged, I have learnt further about and understood these people. The Mentally Challenged express themselves in a pure clear way; they may rock their bodies to and fro, flick fingers in front of their face, make odd noises or have difficulty relating themselves to space, making one feel uneasy but it’s not like they can help it. One must understand that they have poor motor and speech development; t hey are only trying to express themselves, just like us. The mentally challenged require one step directions, all instructions and steps should be broken down as understanding and following more than one thing at a time is very difficult. Everyone is capable of learning; it’s just that some people learn slower. I remember trying to explain the simple game of â€Å"Memory† to the mentally challenged; they could not understand how the game was played. In the end, the cards had to be flipped over and the game was changed into a game of just matching, the mentally challenged had to be constantly shown how to play until only some got it. The mentally challenged require demonstration in concrete form, have a short attention span and short-term memory. Though they have poor memory recall, I noticed that they can carry on repetitive routine tasks without being reminded, such as going for lunch and packing up after playing. The passing of time, along with the education o... Free Essays on The Mentally Challenged Free Essays on The Mentally Challenged When one looks at the world around, what is it that one notices? The way people walk? The way people act? What about those that don't walk, talk, or even look like most people? Everyone, regardless of who that person may be, needs to be reminded of the saying, "You can't judge a book by its cover." A lack of understanding is what leads to prejudice. The prejudices are not only against people with different skin tones, ages, or sexes, these prejudices also extend to judgments made against the physically and mentally challenged. Through my experience at the centre for the mentally challenged, I have learnt further about and understood these people. The Mentally Challenged express themselves in a pure clear way; they may rock their bodies to and fro, flick fingers in front of their face, make odd noises or have difficulty relating themselves to space, making one feel uneasy but it’s not like they can help it. One must understand that they have poor motor and speech development; t hey are only trying to express themselves, just like us. The mentally challenged require one step directions, all instructions and steps should be broken down as understanding and following more than one thing at a time is very difficult. Everyone is capable of learning; it’s just that some people learn slower. I remember trying to explain the simple game of â€Å"Memory† to the mentally challenged; they could not understand how the game was played. In the end, the cards had to be flipped over and the game was changed into a game of just matching, the mentally challenged had to be constantly shown how to play until only some got it. The mentally challenged require demonstration in concrete form, have a short attention span and short-term memory. Though they have poor memory recall, I noticed that they can carry on repetitive routine tasks without being reminded, such as going for lunch and packing up after playing. The passing of time, along with the education o...