The Simple Things free essay sample

Inquisitive peruser, I can reveal to you this, no inclination can contrast with resting in a shore, sand at your back, cool water at your feet, old buddies at your sides, a beverage and music by your head, and a blue, bright sky on top. Individuals state it’s the straightforward things that issue; I totally concur. In Puerto Rico, there is maybe no less complex indulgence than reveling on a summer’s day at the sea shore. Sooner or later in each Puerto Ricans life (and I do mean everybody’s), they experience a phase where heading off to the sea shore is done routinely for some time and afterward it stops. Maybe it’s the legacy we offer or some type of aggregate awareness that prompts this inquisitive social attribute, whichever way this isn't the point, inquisitive peruser. I recollect my youth sea shore at the Caribe Hilton: an impeccably rock-less shore, water so clear and wonderfully turquoise that I could see myself reflected in it, encompassed by vacat ioner and locals tanning. We will compose a custom article test on The Simple Things or on the other hand any comparable theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page The sea shore had been truly made with a stone boundary to square waves and the sand had been adjusted to make the shore all the more level. There were eateries a couple of steps away and servers holding up available to your no matter what to present to you a chilly refreshment. It was an ideal, post card commendable scene. Growing up I would go there with my folks and my sister on innumerable summer days. That was during my first sea shore routine stage. In any case, time passed by and I gradually quit getting a charge out of that sea shore. Different interests occupied me and the memory shuddered away. A long time passed by, and I was very much engrossed. I earned my dark belt in Tae Kwon Do gladly at 15 years old. I voyaged unremittingly with my folks to more than 47 nations, widening my enthusiasm for different societies and simultaneously stimulating my adoration for mine. Gradually I started to build up an enthusiasm for music figuring out how to play the bass and it, thus, loo ked into me, showing me and invigorating in me one of the less normal of scholarly interests; an anomaly of the faculties. Aching for encounters I turned into a Boy Scout and learned priceless information being presented to different societies going to national and global world scout celebrations. Being an understudy to both a Puerto Rican congressperson and a congressman of Maryland I picked up understanding into life. My perspective on the world extended as I got more established. One summer day, and I don't remember how the conditions arrived at be, I wound up heading off to the sea shore with my companions. I didn't go to the Caribe Hilton. I went to Ocean Park, its rough shore excessively swarmed with individuals, the â€Å"less sophisticated† locals, a sea shore were a genuine café is a mile away and there is nothing of the sort as a lifeguard. You won’t see a solitary visitor there and there is particularly no stone boundary to obstruct the waves. It was anothe r spot for me. I was there for a brief timeframe however the visit was sufficient to start my second sea shore routine stage. After seven days I went to the Caribe Hilton with my family. As I remained at the sea shore in the Caribe Hilton, with the warm sun kissing my skin, seeing myself reflected in the lovely turquoise water a lot of like in my adolescence, I understood I favored the Ocean Park sea shore. I had out developed the Caribe Hilton sea shore. In considering an incredible occasions I understood what had happened numerous years prior. I began to appreciate less the Caribe Hilton as my character formed into something other than what's expected, digressing ceaselessly from the man made shores and the stone wave breakers. That wasn’t me any longer. I favored the rough shore on the grounds that that’s how life is-it’s not going to be a simple street. I favored the packed sea shore since they were all various individuals much like the various societies I h ad figured out how to cherish through my movements. I favored the sea shore where I will go on an experience to get to the genuine café. I had developed and I had come to acknowledge regardless of whether I didn't have any acquaintance with it at that point, I didn't need life to be simpler; I simply needed it to be more straightforward. Inquisitive peruser, some time or another I might possibly come back to the â€Å"fake† sea shore at the Caribe Hilton. In the event that I don’t, I know it’s in light of the fact that I despite everything like to jump into new encounters, to take the street less voyaged, and to yearn for new information. It implies I despite everything incline toward the straightforward things.

Are tall buildings necessary for London to remain a competitive world c

Are tall structures fundamental for London to stay a serious world city? On February 10, 2004 civic chairman of London Ken Livingstone presented the London Plan, the primary proactive system in more than thirty years to manage the arranging and advancement of London. Since an expansion in London's populace by 800,000 is normal constantly 2020 , the chairman has recommended the development of tall structures as the technique well on the way to empower London to develop in a controlled and consistent way and keep up its status as a world city. A key piece of the arrangement, the chairman's proposition for high-thickness towers all through the city, has increased the discussion between urban organizers and legacy bunches with respect to whether the development of tall office and lodging edifices is important as well as suitable for London. In light of ongoing reports, articles and papers and London's have to stay serious with New York and Tokyo as a world class city, the development of tall structures in London is a need, particularly because of specific fac tors, for example, the need to safeguard notable perspectives, the absence of accessible space and London's poor vehicle framework. The continuous discussion about whether tall structures would best serve London and support and upgrade its status as a world-class city has overwhelmed the political and metropolitan auxiliary plan fields during the most recent ten years. On one side are legacy gatherings and protectionists guaranteeing that an expansion in the quantity of tall structures would square key perspectives on London's generally critical tourist spots. For instance, the association English Heritage has expressed that the tall structures are a social issue and their job is most importantly of picture and style instead of economic,... ...22, 16 February 2004 Legislature of London, 'London's horizon, perspectives and high structures,' Planners and Development Economists http://www.london.gov.uk 16 February 2004 Administration of London, 'The London Plan.' Ken Livingstone. http://www.london.gov.uk 17 February 2004 Hamnett, 'The change of London's word related structure and the ascent of the new working class,' Unequal City. (Routledge) pp. 70 Livingstone, Ken. 'The main path is up,' The Independent. 2 November 2002. London School of Economics, 'London ought to grow up says new report on tall structures' http://www.lse.ac.uk/assortments/pressAndInformationOffice/newsAndEvents/files/2000-2002/Tall_Buildings.htm 13 February 2004 Newman, P, Thornley, A. 'Discontinuity and centralization: Influencing the urban arrangement motivation in London' Urban Studies 34. The Editors of Urban Studies: 2997. pp 981

6 Tips to Writing a Solid Reflection Paper (With a Sample Essay)

6 Tips to Writing a Solid Reflection Paper (With a Sample Essay) A reflection paper is an essay that focuses on your personal thoughts related to an experience, topic, or behavior. It can veer toward educational as a reflection of a book youve read or something youve been studying in class. It can also take a more professional slant as you reflect on a certain profession or your experiences within that profession.A lot of students enjoy writing this type of essay, especially if they find it easy to discuss their feelings and experiences related to a topic or profession. However, some students find this type of subjective writing to be difficult and would rather a more objective writing assignment.Whether youre the former or the latter, for this article, were going to look at 6 tips for writing a solid reflection paper that will help you get through the outlining and writing processes. Weve also provided a sample reflection paper so you can see these tips in action.A reflection paper is an essay that focuses on your personal thoughts related to an experience, topic, or behavior. It can veer toward educational as a reflection of a book youve read or something youve been studying in class. Photo by Bruce Mars on Unsplash.Tip #1â€"Choose a topic youre passionate aboutHowever you choose to focus your reflection paper, if youre able to choose your own topic, choose one that is highly interesting to you or that you find important. Youll find that your paper will be much easier to outline and draft if you do. There are a range of potential topics that have been used or have the potential of turning into a great reflection paper. Here are a few suggestions:Describe your internship experience.Discuss a recent book you read that changed you.What is family to you and why?What are some of the qualities demonstrated by your favorite employers and/or managers? What makes them your favorite?Discuss music that has altered your way of thinking or made you see the world from a different perspective.Reflect on your favorite memory of a pet or l oved one.Tip #2â€"Outline your reflection paper before you writeBe sure to outline your reflection paper first before you start to write. Even though this sort of essay is written as a personal reflection, youll still need to make sure you stay on topic and organize your writing in a clear, logical way. As with other traditional essays, there should be an introduction with a thesis statement, a body, and a conclusion. Each paragraph within your body should focus on a different sub-topic within the scope of your overall topic.Tip #3â€"Write in first-person singularWrite in first-person singular. Format the essay according to your teachers instructions, using whatever citation style required. Your teacher will likely request that it is double-spaced, with 1 indentation in each margin, in 12 pt. font. Also keep in mind that most reflection papers will be around 750 words or less.Tip #4â€"Avoid too much descriptionAvoiding adding too much description of events. This is not the kind of e ssay where you need to discuss a play-by-play of everything that happens. Rather, it is the kind of essay that focuses on your reflection of the topic and how you felt during these experiences.Tip #5â€"Avoid colloquial expressions or slangAvoid colloquial expressions or slangâ€"this is still an academic assignment. Also, be sure to edit your essay thoroughly for any grammar or spelling mistakes. Since a reflection paper is written in first-person point of view, its easy to mistake it for an informal essay and skip the editing. Regardless of the type of essay you submit to your professor, it should always be edited and error-free.Tip #6â€"Critical reflection goes deeperIf your assignment asks you to write a critical reflection paper, it is asking for your observations and evaluations regarding an experience. Youll need to provide an in-depth analysis of the subject and your experience with it in an academic context. You might also provide a summary, if the critical reflection paper i s about a book or article youve read.Sample reflection paperMy student teaching experience with the Masters in Education program has been a great learning opportunity. Although I was nervous at first, it didnt take long to apply lessons I have been learning in my academic program to real-world skills such as classroom management, lesson planning, and instruction.During my first week of student teaching, I was assigned a mentor who had been teaching middle school grades for over 12 years. She assured me that middle school is one of the most difficult grades to teach and that there is a high turnover rate of teachers, which worried me. However, once the week got started and I began to meet the students, my fears abated. These young people were funny, inquisitive, and eager to begin reading the assigned book, Lord of the Fliesâ€"especially after we started with a group project scenario that included kids being stranded on an island without adults.The first few weeks of applying classro om management skills I had read about in my Masters program were a definite learning experience. I had read enough about adolescent development to know that they were not yet at the age where they were able to control all of their impulses, so there were moments when some would yell out an answer or speak without raising their hand first. So, at my mentors suggestion, I worked with the students to create their own classroom rules that everyone would agree to abide by. Since they played a role in coming up with these rules, I believe it helped them take more personal responsibility in following them.When we finished that initial group project, I began to see how tasks such as lesson planningâ€"and plans that have to be turned in to the administration weeklyâ€"can easily become overwhelming if not worked out on the front-end of the semester. My mentor explained that most seasoned teachers will work on their lesson plans over the summer, using the proper state curriculum, to have them ready with the school year begins. Having scrambled to get my lesson planning done in time during the first few weeks, I saw the value in this and agreed with her that summertime preparation makes the most logical sense. When the school year gets started, its really a whirlwind of activities, professional development and other events that make it really difficult to find the time to plan lessons.Once the semester got well underway and I had lesson planning worked out with as little stress as possible, I was able to focus more on instructional time, which I found to be incredibly exciting. I began to see how incorporating multiple learning styles into my lesson, including visual, auditory and kinesthetic learning styles, helped the students stay more actively engaged in the discussion. They also enjoyed it when I showed them short video clips of the movie versions of the books we were reading, as well as the free-write sessions where they were able to write a scene and perform it wit h their classmates.Finally, my student teaching experience taught me that above all else, I have truly found my calling in teaching. Every day was something new and there was never a dull momentâ€"not when youre teaching a group of 30 teenagers! This lack of boredom and the things I learned from the students are two of the most positive things for me that resulted from the experience, and I cant wait to have my own classroom in the fall when the school year begins again.

Baron Friedrich Von Steuben in the American Revolution

Friedrich Wilhelm August Heinrich Ferdinand von Steuben was born September 17, 1730, at Magdeburg. The son of Lieutenant Wilhelm von Steuben, a military engineer, and Elizabeth von Jagvodin, he spent some of his early years in Russia after his father was assigned to assist Czarina Anna. During this period he spent time in the Crimea as well as Kronstadt. Returning to Prussia in 1740, he received his education at the Lower Silesian towns of Neisse and Breslau (Wroclaw) before serving as a volunteer with his father for a year (1744) during the War of the Austrian Succession. Two years later, he officially entered the Prussian Army after turning 17. Baron von Steuben - Seven Years War: Initially assigned to the infantry, von Steuben sustained a wound at the Battle of Prague in 1757.   Proving an adept organizer, he received an appointment as battalion adjutant and earned a promotion to first lieutenant two years later. Wounded a the defeat at Kunersdorf in 1759, von Steuben again returned to action. Elevated to captain by 1761, von Steuben continued to see extensive service in the Prussian campaigns of the Seven Years War (1756-1763). Recognizing the young officers skill, Frederick the Great placed von Steuben on his personal staff as an aide-de-camp and in 1762 admitted him to the special class on warfare that he taught. Despite his impressive record, von Steuben found himself unemployed at the end of the war in 1763 when the Prussian Army was reduced to peacetime levels. Baron von Steuben - Hohenzollern-Hechingen: After several months of seeking employment, von Steuben received an appointment as hofmarschall (chancellor) to Josef Friedrich Wilhelm of Hohenzollern-Hechingen. Enjoying the comfortable lifestyle provided by this position, he was made a knight of the aristocratic Order of Fidelity by the Margrave of Baden in 1769. This was largely the result of a falsified lineage prepared by von Steubens father. Shortly thereafter, von Steuben began using the title baron. With the prince short on funds, he accompanied him to France in 1771 with the hope of securing a loan. Unsuccessful, they returned to Germany where through the early 1770s von Steuben remained in Hodenzollern-Hechingen despite the princes increasing decaying financial position. Baron von Steuben - Seeking Employment: In 1776, von Steuben was forced to leave due to rumors of alleged homosexuality and accusations of his having taken improper liberties with boys. Though no proof exists regarding von Steubens sexual orientation, the stories proved sufficiently powerful to compel him to seek new employment. Initial efforts to obtain a military commission in Austria and Baden failed, and he traveled to Paris to try his luck with the French. Seeking out the French Minister of War, Claude Louis, Comte de Saint-Germain, who had met previously in 1763, von Steuben again was unable to obtain a position. Though he had no use for von Steuben, Saint-Germain recommended him to Benjamin Franklin, citing von Steubens extensive staff experience with the Prussian Army. Though impressed with von Steubens credentials, Franklin and fellow American representative Silas Deane initially turned him down as they were under instructions from the Continental Congress to refuse foreign officers who could not speak English. Additionally, Congress had grown wearisome of dealing with foreign officers who often demanded high rank and exorbitant pay. Returning to Germany, von Steuben was again confronted with allegations of homosexuality and was ultimately lured back to Paris by an offer of free passage to America. Baron von Steuben - Coming to America: Again meeting with the Americans, he received letters of introduction from Franklin and Deane on the understanding that he would be a volunteer without rank and pay. Sailing from France with his Italian greyhound, Azor, and four companions, von Steuben arrived at Portsmouth, NH in December 1777. After almost being arrested due to their red uniforms, von Steuben and his party were lavishly entertained in Boston before departing Massachusetts. Traveling south, he presented himself to the Continental Congress at York, PA on February 5. Accepting his services, Congress directed him to join General George Washingtons Continental Army at Valley Forge. It also stated that payment for his service would be determined after the war and based upon his contributions during his tenure with the army. Arriving at Washingtons headquarters on February 23, he quickly impressed Washington though communication proved difficult as a translator was required. Baron von Steuben - Training an Army: In early March, Washington, seeking to take advantage of von Steubens Prussian experience, asked him to serve as inspector general and oversee the training and discipline of the army. He immediately commenced designing a training program for the army. Though he spoke no English, von Steuben began his program in March with the aid of interpreters. Beginning with a model company of 100 chosen men, von Steuben instructed them in drill, maneuver, and a simplified manual of arms. These 100 men were in turn sent out to other units to repeat the process and so on until the entire army was trained. In addition, von Steuben introduced a system of progressive training for recruits which educated them in the basics of soldiering. Surveying the encampment, von Steuben greatly improved sanitation by reorganizing the camp and repositioning kitchens and latrines. He also endeavored to improve the armys record keeping to minimize graft and profiteering. Highly impressed with von Steubens work, Washington successfully petitioned Congress to permanently appoint von Steuben inspector general with the rank and pay of a major general. This request was granted on May 5, 1778. The results of von Steubens training regimen immediately showed in the American performances at Barren Hill (May 20) and Monmouth (June 28). Baron von Steuben - Later War: Attached to Washingtons headquarters, von Steuben continued to work to improve the army. In the winter of 1778-1779, he wrote Regulations for the Order and Discipline of the Troops of the United States which outlined training courses as well as general administrative procedures. Moving through numerous editions, this work remained in use up to the War of 1812. In September 1780, von Steuben served on the court-martial for British spy Major  John Andrà ©. Accused of espionage in relation to the defection of Major General Benedict Arnold, the court-martial found him guilty and sentenced him to death. Two months later, in November, von Steuben was sent south to Virginia to mobilize forces to support Major General Nathanael Greenes army in the Carolinas. Hampered by state officials and British raids, von Steuben struggled in this post and was defeated by Arnold at Blandford in April 1781. Replaced by the Marquis de Lafayette later that month, he moved south with a Continental force to join Greene despite the arrival of Major General Lord Charles Cornwallis army in the state. Criticized by the public, he halted on June 11 and moved to join Lafayette in opposing Cornwallis. Suffering from ill health, he elected to take sick leave later that summer. Recovering he rejoined Washingtons army on September 13 as it moved against Cornwallis at Yorktown. In the resulting Battle of Yorktown, he commanded a division. On October 17, his men were in the trenches when the British offer of surrender was received. Invoking European military etiquette, he ensured that his men had the honor of remaining in the lines until the final surrender was received. Baron von Steuben - Later Life: Though the fighting in North America was largely concluded, von Steuben spent the remaining years of the war working to improve the army as well as began designing plans for the postwar American military. With the end of the conflict, he resigned his commission in March 1784, and lacking potential employment in Europe decided to settle in New York City. Though he hoped to live a genteel life of retirement, Congress failed to give him a pension and granted only a small amount of his expense claims. Suffering from financial hardships, he was aided by friends such as Alexander Hamilton and Benjamin Walker. In 1790, Congress granted von Steuben a pension of $2,500. Though less than he had hoped, it allowed Hamilton and Walker to stabilize his finances. For the next four years, he split his time between New York City and a cabin near Utica, NY which he built on land given to him for his wartime service. In 1794, he permanently moved to the cabin and died there on November 28. Buried locally, his grave is now the site of Steuben Memorial State Historic Site. Sources National Park Service: Baron von SteubenFriedrich Wilhelm Von Steuben

Women s Conflict And Epidemic Crisis - 2356 Words

In this essay, I will be discussing how women in Nigeria are vulnerable in conflict and epidemic crisis because religion and customs encourage male dominance limiting women’s rights. As a result, male groups believe they have power over women, as noticed in the kidnapping of student girls in Nigeria. Furthermore, women are entitled to follow customs and culture even if it endangers their health, as discussed in the Ebola crisis in Nigeria. However, if women disobey customs and culture they are abused and punished, resulting in gender based violence. Hence, women in Nigeria are vulnerable due to many factors, but education is a safeguard that is necessary to protect them. Therefore, in this essay, I will be arguing how women are vulnerable†¦show more content†¦The religions and customs in Nigeria support women as the â€Å"weaker sex† as it â€Å"attributes superiority to one sex [males] over the other [female’s]† (Ekhator 262-263). Furthermore, t he society supports this discriminatory attitude as there â€Å"are customs all over which discriminate against the womenfolk† (Ekhator 263). These discriminatory customs are evident in the â€Å"Mojekwu v. Ejikeme† case, which was about women not being able to receive their inheritance because they were women. However, Nigeria has some laws like Article eighteen which supports â€Å"the elimination of discrimination against women† (Ekhator 263). There are laws similar to article eighteen which support the end of gender inequality, even though there are laws that promote gender inequality. Furthermore, the government in Nigeria is promoting the end of gender inequality by â€Å"adopt[ing] the National Gender Policy† in order to change discriminatory laws (Ekhator 265). Finally, this article states how Nigeria is trying to become a gender equal society, but old customs and laws are still accepted by many promoting discrimination towards women, and thus mak ing them more vulnerable. As mentioned, women in Nigeria are

Sociological Perspectives of Violence Free Essays

string(101) " different schools of thoughts about violence, view any violent act as a precursor of other factors\." The focus of this paper is an overview of different research articles on racism and structural violence against the aboriginal. Violence will be looked at from three schools of thoughts namely the structural, conflict and process theories. The views of these different approaches to violence will be critically analyzed, but no value judgments will be placed on any of their perceptions of violence. We will write a custom essay sample on Sociological Perspectives of Violence or any similar topic only for you Order Now Racism According to Headley (2000), racism is â€Å"the infliction of unequal consideration, motivated by the desire to dominate, based on race alone (p. 23). Headley further explains that this definition accommodates the distinction between â€Å"true racism† which is the desire to harm or dominate others solely on the basis of race, and â€Å"ordinary racism† which he sees as universal features of human biology (p. 224). Headley further maintained that a racist is not merely someone who wishes to put down another’s    race, but also suppress and assert his/her own superiority through a violent act (p. 224). Naiman (2006) defines racism as hostility, aggression, and antagonism toward non-members of a particular group based on their physical characteristics, notably skin colour (p. 265). Similarly, Spencer (1998) sees racism as â€Å"the transformation of race prejudice and / or ethnocentrism through the exercise of power against a racial group defined as inferior, by individual and institution† (p. 1). To infer from the foregoing definitions, a common attribute of racism is the belief that one’s own race is superior to another. This belief is based on the erroneous assumption that physical attributes of members of a racial group determine their social behaviour as well as their psychological and intellectual characteristics (Spencer, 1998, p. 5). Historical Roots of Racism. The term racism became popularized in the late 1960’s during the civil rights movement (Headley, 2000, p. 235). Prior to this time according to Headley, the term ethnic prejudice was used (p. 236). Naiman (2006) posits that racism is a relatively recent phenomenon, and its emergence as a systematic world-view developed concurrently with the rise of capitalist and its global expansion (p. 66) Naiman further explains    that some scholars define forms of    social intolerance prior to this capitalist era as racism, but he however argues that such social intolerance is more precisely seen as ethnocentrism (preference for one’s own cultural traditions) or ethnic chauvinism (antagonism towards a particular group) (p. 267). Racism in Canada According to Naiman (2006), some Canadians like to believe that racism is a relatively recent phenomenon linked to modern immigration patterns or compared to United States, Canada has little history of overt racism (p. 69). Naiman, however, argues that racism in Canada has a long and sordid past, which in reality as described by him â€Å" is an unsightly history swept under the threadbare rug of its national myths† (p. 269). Naiman further maintained that the history of racism in Canada begins with the subjugation of Canada’s aboriginal people. Violence Anglin (1998), states that an uncontroversial, exhaustive and precise definition of violence is difficult to find. â€Å"Violence is understood as an incident in which an acting individual intentionally injures another† (p. 146). Anglin further explains that the action of the perpetrator can be physical, or psychological. In same vein, Steinmetz (1989) defines violent as â€Å"an act carried out with the intension of, or perceived as having the intension of physically hurting another person†. Strasburg (1978) defines violence as â€Å"illegal use or threat of force against a person†. From the foregoing, it can be infer that violent behavior means physical force exerted for the purpose of violating or abusing. There are three key terms which are likely to be present for any action to be classified as a violent act. The action must be intentional, force may be applied and the action must result in harm (physical, psychological and emotional). Human behaviour does not occur in isolation or in vacuum but it is influenced by the interplay of many other factors. Consequently, different schools of thoughts about violence, view any violent act as a precursor of other factors. You read "Sociological Perspectives of Violence" in category "Papers" For example, the Conflict, Structural, and Process theories. Conflict theory Conflict theory is better understood as the Marxist theory. According to the theory, â€Å"Crime is perceived as a function of competition for limited resources†. That is, a social status in which an individual is perceived evaluated and treated accordingly by legal authorities. The Marxist view is that conflict between these class-based social hierarchies, the haves (bourgeoisie), and has not (proletariat) that produces violent behavior. According to Holmes (1988), the difference between these two classes is a matter of relative power . Holmes further explains that the ruling class have sufficient power hence, they are able to label some proletariat’s behavior as criminal Structural theory The structural theory on the other hand, sees violence from the perception of cultural forces or neighborhood conditions. That is, our behavior is a product of our environment. The world we live in, shapes our lives. Since our environment is not static, our behavior revolves around this dynamism. The structural approach holds the view that the way certain things are structured by the society creates violent acts. For example, consider the film Elephant; the structural theory will argue that it is because of the way society is structured, that people are able to acquire weapons to perpetuate violence. Similarly, heterogeneity of society inherently creates violence. This is because according to the theory, there is bound to be such issues as cultural or religious conflicts due to these differences. Process theory According to the proponent of this theory, crime is a function of socialization and upbringing. Delinquent behaviour is learned like every other behavior through association with significant others and reference groups, especially parents and peers. It is through observation and interaction with these significant others; we learn techniques for engaging in delinquent acts. According to Process theory, all forms of violent acts are learned through imitation and observation. For example in the movie Elephant, the Process theory argues that the two serial killers learned such violent acts through the use of violent computer games and imitation of the Nazi’s leader, Hitler. The argument advanced by these different schools of thought appears convincing, because violence in society can be explained through each of these approaches. When these schools of thought are viewed critically, there appears to be a probing question that needs to be answered. Among each of these theories which contributes more to violence in society? Considering the importance of each of these schools of thought, it will be difficult if not impossible to adequately explain violence from the perception of one of these approaches. This is true because each of these approaches interplay to influence one’s behaviour depending on the situation. For example, using the movie Elephant, the Process Theory will argue that the serial killers learned their dastardly act through watching    violent video games (observation) their attempt to imitate Nazi’s leader Hitler was the precursor of their actions. On the other hand, the Structural Theory will argue that it is because of the way society is structured that the serial killers were able acquired guns to perpetuate their acts. Similarly, if society is structured in such a way that getting violent computer games are almost impossible to get, perhaps the killers might not be able to procure such weaponry or learn violent behaviour. In same vein, the Conflict Approach says the power struggle between the ruling class and the working class creates imbalance family structure, which they claim resulted in poor parental upbringing. This results in violent acts because the children are not properly catered for. The Role and Effect of the mass media on Violence Research on media influence in violence has been concerned with possible negative effects of exposure to violent films. What messages, for example do children take away from their exposure to various violent movies? According to the Observational Learning Theory Bandura, et al, in their Bobo doll study cited in Holmes (1988), explains that the media encourages children to solve their problems by violent means; they further maintain that constant exposure to violence normalizes violence (p. 100). Critics of the Bobo doll experiment have pointed out that the doll was the type of toy that invited aggression, and also since the filmstrip used in the experiment lacked a plot, it contained no justification for the violence of children. .Other scholars like Alfred Hitchcock’s as cited in Holmes (1988) argues that tracing the direct effects of the media is a very difficult task. The reason for this according to him is that when the media operates in the natural environment, their influence is only one factor among many other factors; this is because what they see and hear is most likely monitored by their parents (p. 8). Hitchcock further explains that even when children are exposed to violent movies through the media, this violent act is further reinforced if the parent’s, themselves also engages in any forms of violence. The media reflects nearly every aspect of a society; these reflections are not necessarily accurate. This is because violence is not accurately repr esented by the media. The news media in particular, provides an important forum in which violent acts are selectively gathered up, invested with a broader meaning, and made available to public consumption (Ksenych, 2003, p. 35). The media has the power to shape the issue and to shape the consciousness of viewers by sensationalizing and trivializing cases of abuse. A good example of this is the misleading representation of    the percentage of violence as reported by the media and the one reported by statistics Canada (Ksenych, 2003 p. 35). Structural Violence Structural Violence according to Anglin (1998) â€Å"is violence produced by structures of domination, form of expropriation of vital economic and non-material resources and operations of systems of social stratification or categorization that subvert people’s chances of survival† (p. 46). Through structural forms of violence, persons are socially and culturally marginalized in ways that deny them the opportunity for emotional and physical wellbeing. Walker (2003) sees Structural Violence as â€Å"the constraints on human potential caused by economic and political structures† (p. 1). Similarly, Fiske (2006) contrasts â€Å"Structural Violence† and â€Å"Direct Violence†. Fiske argues that structural violence is manifested in social inequalities, and almost always invisible, embedded in social structures. Direct violent on the other hand, is overt and has a perpetrator of the harmful actions (p. 47). Thus, structural violence occurs whenever people are at disadvantaged by political, economic and cultural traditions. Structural Violence on the Aboriginal People The â€Å"stolen generation† is the name generally given to the Aboriginal families adopted into non Aboriginal families as a result of government policies on assimilation (Mellor, 2006, p. 82). According to Holmes (1998) the first British and French colonist made contact with the Aborigines primarily to exploit their labour power in the fur trade (p. 270). Holmes further explains that the Aborigines were under paid in exchange of their labour. Furthermore, as the fur trade declined and agriculture expanded the colonists forcefully took over the valuable lands inhabited by the Aboriginal people. Fiske (2006) sees structural violence against the Aboriginal from the perception of cultural marginalization. Fiske explains after confederation, the Canadian government used assimilation to gain control over the Aborigines. The tool used to promote this end was the Indian act of 1876 (p. 248). This act not only controls every aspect of the lives of the native people, but it also laid out who would be bound or not bound by the act. For example, the â€Å"Status Indians† were those bound by the act, and were prohibited by the act from owning lands, from voting, and from purchasing or consuming alcohol. By same token, the groups not included in the act are â€Å"Non-Status Indian†. Fiske further explains that prior to 1985, the Aborigines women were excluded from Indian register when they married non-Indians. Similarly, these women were not only forced out of their community, but were also stripped of their rights to property inheritance. The children born in this marriage were also denied Indian status. By same token, Walker, (2003) explains that there was also forms of structural violence against indigenous knowledge production (p. 37). This is evidence in Eurocentric research paradigms which distort indigenous experience as expressed in the following quote    â€Å"To assume that phenomena from another world view can be adequately explained from a totally foreign world view is the essence of psychological and philosophical imperialism†. Consequently, forcing indigenous researchers to fit their approach within western paradigms ignores the premise that all research paradigms have a pecific cultural foundation. Walker further explains that this cultural bias of the dominant western society is based on the assumptions that the western methodology was universal (p. 38). From the foregoing, it can be seen that the indigenous people of Canada were not only subjected to forms of inhuman condition, they saw the theft of their resources and       culture,    marginalization, and discrimination (Naiman, 2006, p. 272). How to cite Sociological Perspectives of Violence, Papers

What Is Drama Essays - Art Education, , Term Papers

What Is Drama? The question asked is 'what is drama?' Can we truly define it? Is there a 'textbook' definition of something that can be so personal? What is drama in relation to theatre? Why is drama so important? What are its uses, its aims? Some have said that drama develops self-esteem and encourages creativity and imagination. This is true, and will be demonstrated through examples from personal experiences. Usually the first thing that occurs in a drama class is that someone will ask for a definition of the word drama. Most of the class will look away, as if in deep thought praying that they are not called on, because they do not know the answer. At first glance, it seems a simple question, but as one begins to delve into the true nature of drama, the answer is not so cut and dry. For some, drama is a type of television show, such as a hospital or lawyer show. For others, it is that section of the movie rental place where all 'chick flicks' are. For still others, drama means Sophocles, Euripides, and Aeschylus. For teachers, drama means all and none of these things. A clear definition is needed in order to lead the students in various activities, and towards various goals. What good is it to have the students explore within themselves if the teacher does not know what the aim or direction of the exploration is? Many teachers claim that their purpose of drama is to develop the child's sense of self. This however is slightly vague. Most people in education strive for this in one way or another. Bettering the child in body mind and spirit is a general goal for teachers, so this idea is not particular to drama. So then, what exactly is drama? There is one school of thought that defines it as an expressive process which is best understood through the idea of symbolization and its role in the discovery and communication of meaning(McGregor 24). This is an accurate definition, as it also goes on to explain that drama is 'multi-faceted' and that he child gains experience through voice, language, the body as prime means of expression; and the associated media of light, sound and space(McGregor 24). I have had many opportunities to participate in dramatic activities, and to express myself in different ways. One such activity I engaged in was a dance drama while attending my final year of high school in Toledo. The song was entitled 'Forever Young' and it was about growing up and growing old without knowing one's place in life, without ever being happy. The melody was almost regretful in tone, and the lyrics were pleading in nature. At this point in time, I was two months away from graduation, about to leave the place I had called home for five years. I was not yet ready to leave my youth and enter into the unknown world of university. I was afraid, reluctant, and introspective, much like the protagonist of the song. Through dance, two other girls and I expressed our feelings on graduation. We used gentle movements; always aware of the softness of the angles our bodies were making. The arms were always curved, the head rolling into positions, as opposed to jerking. The lights were dimmed, with only a pale, white light focused on the center of the stage, giving it a bit of a glow. Since we had three characters, we decided to act out three stages in life: the child, the teenager, and the adult. The child was dancing in the center of the stage, playing with the light, dancing with imaginary friends, happy, carefree, oblivious to its surroundings, and interested only in the moment. The teenager was standing just beyond the light of childhood, attempting to interact with the child, but never actually crossing the light. She would circle around it, look inward with longing, then turn with her back to the light, facing adulthood with fear and trepidation. She would take a few steps in one direction, then turn the other way, and take a few more steps, as if she were lost and confused, like in a maze. She could always see the