Drug Testing in High School Athletics Essay Example | Topics and Well Written Essays - 750 words

Drug Testing in High School Athletics - Essay Example The researcher states that despite the fact that some critics give low credit to the drug testing policy in high school, it is morally right to carry out the activity. It serves the country a long-term goal of fighting against drug abuse that is very common in high schools. The government has an obligation to ensure that its citizens learn to observe culturally acceptable values by instilling discipline to children when they are in schools. The students will grow up knowing that the law disallows drugs and substance abuse. However, the parents have an upper hand in ensuring that their children do not end up in drug dens but because of their tight schedules and prioritization of career and professional development, they do little. The teachers and the government are left with the hard task of making eliminating the bad behavior from the students. There, the government has an ethical obligation to carry on with the program despite the critics and controversies surrounding the issue. Th e thought of prevention is better than cure is a valid statement when it comes to drug testing in schools. The government together with school’s administration will acquire valid findings to aid in making sound decisions. A school’s management can establish rules and regulations regulating the usage of drugs among their students. This means that before a student is admitted, they are asked to ensure they drug and to certify their will abide by the law. A strict penalty the school can demonstrate is to expel students found abusing drugs.

Unit 1 Coursework Example | Topics and Well Written Essays - 750 words

Unit 1 - Coursework Example In addition to this, the article gives a thorough analysis of the noteworthy characteristic of Manet’s painting in relation to the Impressionist movement. After a brief discussion on modern movement, the article discusses Manet’s development of art. Q3. Mallarmà ©Ã¢â‚¬â„¢s next point is that the Manet’s art of 1860 has an encyclopedic nature, which is a crucial step in shaping of an individual’s style. This point was different from Zola’s critic interpretation because he thought the the early borrowing from older work was more significant in Manet’s development, whereas Zola understated this point. Q4. Mallarmà © closes his essay on a refreshing platform and show personal attachment to the ideals of novel art. According to Harris, the question which cannot be left unattended is that how far Mallarmà ©Ã¢â‚¬â„¢s account of Manet’s method and aim is well-grounded. Q8. The second article is significant, because it highlight the detail scrutiny of Manet’s painting, the changes that had been brought forward in art and its role in evolution of French modern painting. The second article is more emphasized than the first one. Q9. The study of Mallarmà © had been based upon the evidence of the article â€Å"Le jury de peinture pour†. According to Harris, this essay in an elementary form describes Mallarmà © defense of Manet’s work. Q2. According to Carven, the situation was ironic because, Turner paintings, according to the witness were extraordinary and focuses on techniques rather than subject, whereas Whistler’s painting were of the same nature, but was criticized to be unfinished. Q3. In a volume Ruskin stated that three strokes of Raphael was better than the finished painting of Dolci and other example is that Leonardo’s landscape received applause because it was under finished and Canaletto’s work was harshly judged because it was over finished. Q2. Aesthetic

Judging Lines Between Imagination and Reality in Attonment Essay Example for Free

Judging Lines Between Imagination and Reality in Attonment Essay As I read Atonement, by Ian McEwan, on the beach in Long Beach Island I was confronted with a somewhat new style of writing that I did not recognize. The splitting of the novel into three main parts only made sense to me after I had finished it; the account of the crime that took place at the Tallis household, Robbie Turner’s adventures at war, and Briony’s tales as a nurse were all connected and ended up â€Å"coming together† much more smoothly than I had anticipated. The characters Briony, Robbie, Cecilia, and Lola are all faced with very different problems which all have the same fundamental root: the attacks on Lola and the â€Å"attack† on Cecilia. Briony is only 13 when the novel begins. She is desperate for attention and lives in her own, dramatic world through writing. â€Å"Nothing in her life was sufficiently interesting or shameful to merit hiding; no one knew about the squirrel’s skull beneath her bed, but no one wanted to know† (5). Briony’s need for attention is not helped by the fact that her mother is usually unavailable due to acute migraines. She does not have the constant love and attention of a mother and both her siblings are grown up and lead their own lives. This leaves Briony as somewhat of an only child and certainly fuels her love for writing and creating her own fantasy worlds. Briony is â€Å"one of those children possessed by a desire to have the world just so† (4). She is an innocent pre-adolescent which later creates a huge catastrophe in the lives of Robbie Turner, her long-time family friend, and Cecilia Tallis, her sister. I feel that Briony at times felt homesick, but not in the typical way a person would feel homesick. I thought that Briony feels homesick for her imaginative life when something real life happens. When a real life situation strikes she is forced to live in the real world away from her imagination and the world she created for herself. The accidental letter Robbie sends to Cecilia spawns the bulk of the problem of Briony, Robbie, and Cecilia’s characters. It is the culminated with their first intimate encounter, his return from jail and his first adventures as a soldier. Briony’s innocence as a child is first revealed in her take on the encounter between Robbie and Cecilia by the fountain. The rising tension between Robbie and Cecilia due to repressed feelings was taken as Robbie asserting authority over Cecilia. â€Å"It was extraordinary that [Cecilia] was unable to resist him. At his insistence she was removing her clothes, and at such speed. What strange power did he have over her? Blackmail? Threats? † (36). Briony recognizes that â€Å"she did not understand, and that she must simply watch. Unseen, from two stories up, with the benefit of unambiguous sunlight, she had privileged access across the years to adult behavior, to rites and conventions she knew nothing about, as yet† (37). McEwan then inserts a little passage that seemed to me to contain a bit of foreshadowing. Briony had her first, weak intimation that for her now it could no longer be fairy-tale castles and princesses, but the strangeness of the here and now, of what passed between people, the ordinary people that she knew, and what power one could have over the other, and how easy it was to get everything wrong, completely wrong. (37) This passage is foreshadowing the events that take place next and Briony’s misinterpretations of those events. This passage also demonstrates my point that at times Briony wishes that she could always be in her â€Å"fairy-tale† like world where everything was perfect. She finds that when she is confronted by reality she does not know what do with it and wishes she was living in her imagination. Briony is disgusted by what the letter contains. â€Å"With the letter, something elemental, brutal, perhaps even criminal had been introduced, some principle of darkness, and even in her excitement over the possibilities, she did not doubt that her sister was in some way threatened and would need her help† (106). Briony is clearly deeply affected by the contents of this letter. â€Å"That the word had been written by a man confessing to an image in his mind, confiding a lonely preoccupation, disgusted her profoundly† (107). Briony felt there was â€Å"danger contained by such crudity† and that it â€Å"threatened the order of their household† (107). This leap from crudity to evil that Briony makes in her head is a sign of her ignorance to adult feelings. After reading the letter, Briony speaks to Lola about it. Lola labels Robbie a â€Å"maniac. † â€Å"A maniac. The word had refinement, and the weight of a medical diagnosis† (112). Her ignorance is proved even further when she walks in on Robbie and Cecilia in the library. Her confusion, as a child, is understandable, however. She misinterprets the situation to be an attack rather than an encounter of lovers. â€Å"Though they were immobile, her immediate understanding was that she had interrupted an attack, a hand-to-hand fight† (116). Briony, of course, sees Robbie as a maniac rather than a lover. â€Å"He held her forearm which was raised in protest, or self-defense† (116). Briony became the self-proclaimed protector of Cecilia and when the twins Jackson and Pierrot go missing and everyone goes out looking for them in the night, Briony resolves to protect Cecilia from Robbie. She goes out alone, â€Å"conscious that she was sharing the night expanse with a maniac† (146). When Briony sees two figures in the distance and then is called out to by Lola, she immediately assumes it was Robbie attacking her. â€Å"She had no doubt. She could describe him. There was nothing she could not describe† (155). Briony asks Lola, â€Å"‘Who was it? ’ and before that could be answered, she added, with all the calm she was capable of, ‘I saw him. I saw him’† (155). Lola â€Å"couldn’t say for sure. † Briony replies with, â€Å"Well I can. And I will† (157). Briony’s conviction that it was Robbie who attacked Lola grew stronger by the minute. â€Å"Briony’s certainty rose whenever her cousin appeared to doubt herself† (157). Lola just went along with everything Briony was claiming. Briony’s â€Å"certainty† ultimately sends Robbie to jail. Briony went off of her first instinct of what she thought she had a quick glimpse of. This was a mistake, which demonstrates her immaturity and ignorance to the real world. She based her thoughts on Robbie over a misconstrued letter, and it led her to misjudge a situation. And at the end of the novel we discover that Briony was wrong in accusing Robbie for the attack of Lola. Briony is a very immature character. She failed to recognize that what she caught a quick glimpse of, may not actually have looked as it seemed. She used prejudgments she had on people to determine what she saw. I think this has to do with her strong imagination, because I feel at times throughout Atonement Briony was confused on the lines between reality and fiction. Sometimes she did not consider the outcomes to her actions and made mistakes because of them. Her strong imagination you could say persuaded her actions in reality. The events that occur in reality have much stronger repercussions then those in an imagination. As a 13 year old Briony had trouble understanding this, and mad many mistakes. Briony’s opinions as a young girl were very frustrating for me to read. As a whole, Atonement was frustrating to read. Its only redeeming characteristic was that Robbie and Cecilia ended up together. While reading I definitely lost sight of Briony’s predicament being real. I sometimes started thinking that she was purposely out to get Robbie, forgetting that, in her childish innocence, she really would find something wrong with him. Briony was a very confusing character because she had a tough time judging the difference between reality and imagination at her premature age. She was conniving towards Robbie and I felt as though she was trying to make her life dramatic in hopes of creating a better story. Most of the issues presented in this novel were not even solved by the end of the book. Robbie was not rid of blame, Briony could not undo her mistakes from the past, and Lola ended up marrying her rapist. That is probably one of the reasons that it was such a frustrating novel to me; everything was made just so that it could not be fixed. I felt at times that the title of, â€Å"Atonement,† was a poor choice because I did not think that this book ended up fixing a wrongdoing. However while writing this journal one thing proved me wrong, fixing something. Briony started the novel as a character that felt homesick at times when dealing with the real world, and found refuge in her imagination. This led her to sometimes lose the distinction between fantasy and reality. But by the end of Atonement Briony realized that there were strict lines between actuality and imagination, and that when that line is blurred the results can be disastrous.

Students who Self-Mutilate

Students who Self-Mutilate Understanding and Responding to Students who Self-Mutilate Summary Abstract Self-Mutilation is that causing of intentional physical harm to oneself. The most common way of harming ones self is cutting. Students that self-harm are misunderstood a common myth about people who self-harm is that they are trying to kill themselves but it is actually the opposite. They are trying to control their pain and emotions. Self-harming is a release from the pain for these students.   Faculty and staff should be educated on how to help these students. RSM students need to know that they have people that will help and support them during this time. RSM can be a contagious behavior other students may also start harming themselves if they see others students doing so. Faculty and staff member should keep in mind   when educating students on self-mutilation stay away from talking about how people self-harm and why   because it can give them ideas. Self- mutilation is a topic that is difficult for people to deal with and is also a topic that many people do not have enough education about to understand why people engage in these behaviors. Self- mutilation is the causing of intentional physical harm to oneself. People who do self-harm usually do so stealthily. They tend to harm themselves on areas that are easily hidden on their body like on their inner thighs, forearms and torso. The most common form of self-harm is cutting. Others forms of self-harm include burning oneself, scratching, head banging and pinching. One type of self-mutilation is called Repetitive Self- Mutilation Syndrome it is an impulsive behavior equivalent to eating disorders and substance abuse. Repetitive Self- Mutilation syndrome can being to arise in late childhood or early adolescents which is why it is important that people who work in middle and high schools need to understand how they can   help students who self-harm and are educated on the signs that a student is harming themselves. RSM can last for up to 15 to 20 years it also is more prominent in females then in males. Students who self-harm are not doing it because they are suicidal but because it is cathartic for them. Cutting themselves helps release their pain. According to Richard Lieberman as the adolescent cuts or burns herself, the brain secretes endorphins that are natural antidepressants (March 2004). Even though suicide is not their end goal does not mean that it is not a concern. These students are crying out for help. Self-harm can lead to future problems if the student does not receive support. Another aspect of RSM is that it the student does not cut themselves all the time but erratically and usu ally after stressful and emotional times. During adolescents emotions are at an all-time high. Students that tend to self-harm have a challenging time regulating their emotions and use self-injury as a coping mechanism. Once a student is identified as a self-mutilator by a staff member the students parents should be notified about this behavior. The student should be referred to a clinical mental health professional to help treat them. Treatment for RSM includes CBT along with medication. The school psychologist should work along with the students parents and psychologist to create a plan to help support the child. They need to work as a team to create different ways to control and cope with their emotions. Interventions need to be set in place to help students that do self-mutilate get the help that they need and to prevent others from copying. When RSM is identified it is best to stray away from videos on the topic and when educating student to not mention the ways people self-harm and why because it can give students ideas. RSM can be contagious in adolescents who are trying to fit in and find themselves. School should be a safe place for students that self-harm. They need to know that there are people to help that they can turn to in the school. Students should never be demanded to stop because it is something that they cannot control. Staff members should respond to students with support these students already know that their behavior is shameful. It is important for schools to be educated on RSM and be able to help students get professional help. These students have problems that need to be addressed. Many adolescents suffer from RSM and need to know that they have people they can turn to for help. References Liebrman, R. (2004, March). Understanding and Responding to Students Who Self-Mutilate. Leadership Principal , 10-13.

Feminism Essay -- social issues

Feminism In the past and present women have had to endure sexism as a part of everyday life. This is unfair and unjust to the female species. In this paper I am going to be talking about some of the issues of sexism and how they affect women. Some of the issues I will be talking about are the white males club and how non-membership effects women. What are the benefits of having a membership to it. How women are kept in their place by society and by themselves. How has this unequal affected women through their lives and the business world. If women are being liberated or not. What types of problems women are experiencing. These are the issues we will be discussing in this paper. The first issue we will be discussing in this paper is the White Males Club and the benefits of being a member are. To become a member of the white males club is easy if your white and a male, but on the other hand if you’re a women, black, or Native American it’s a different story. The Native Americans h ad to endure many hardships such as genocide, broken treaties, club-controlled reservations, and false promises. The Blacks they had two ways to be treated. The southern blacks were permitted to do three things. They could care for white children, cook, or do some housekeeping. In the north they were put into ghettos and could do what they pleased as long as they kept their distance. White women on the other hand were a different question because they were white and women. This questioning left room for white males to come in and manipulate them. Because of this odd position many women praised the white male protection and forgot about their own suppressed living conditions. For women in the south this meant protection from Black male assault. The other section of women realized that they didn’t have that much power as they thought they did. Over the course of history not much has changed women got to vote and gain a little independence but not much. Today the average man still makes more than the average women. A woman is still far more likely to be poorer than a man. So you have to think to yourself have women really been liberated. I think they have but only to some extent. They have made some good gains like they can hold actual corporate positions, and vote. So they have made some gains but not that much. They still don’t get paid as much and it’s harder for them to f... ...uldn’t be any problem. If women can do as much as men do why can’t they stand there ground and fight back. I would just like to say in this last part that I totally disagree with this paper and think it was ridicules to make us write from a females point of view, and not have the girls right from the males point of view. I believe this was a very sexist paper and making us write this paper was defeating the purpose of this paper. By making write this paper you are striving to defeat sexism were you really created it. Making men right from the female point of view and not having the Women right from the male’s point of view you have just created what was meant to be destroyed only this time it was on the other side. You said in the beginning the point of this paper was to make me do the laundry, but in reality if I worked and she worked I cooked all my food and did dishes then it would be an unequal relationship. By her not doing something around the house you have just created sexism so you see sexism will never be destroyed because someone will always be creating it from either side, as did you. I’m not calling you sexist I’m calling us all sexist because we all help to create it.

Japanese Internment :: essays research papers

After the Japanese attacked Pearl Harbor in December 1941, the United States was filled with panic. Along the Pacific coast of the U.S., where residents feared more Japanese attacks on their cities, homes, and businesses, this feeling was especially great. During the time preceding World War II, there were approximately 112,000 persons of Japanese descent living in California, Arizona, and coastal Oregon and Washington. These immigrants traveled to American hoping to be free, acquire jobs, and for some a chance to start a new life. Some immigrants worked in mines, others helped to develop the United States Railroad, many were fishermen, farmers, and some agricultural laborers. Inevitably, after the Japanese attack on Pearl Harbor, that began World War II, Japanese-Americans were frowned upon and stereotyped because of their descent. However, Japanese immigrants contributed to economic expansion of the United States. Whites resented the Japanese immigrants, but reaped economic profit from the Japanese-American residents’ discipline and hard work. Japanese-Americans of this time seem to be attacked; however, they choose to uphold their disconnection with the rest of the Americans. Many Japanese felt they had superiority over Americans, creating tension and disconnection.   Ã‚  Ã‚  Ã‚  Ã‚  Nevertheless, Japanese were resented and disliked by whites. Due to pressure from state leaders near the west coast, President Roosevelt, on February 19, 1942, signed Executive Order 9066. This resulted in the which resulted in the violent imprisonment of 120,000 people of Japanese ancestry. When the government gave its internment order, whites rounded up, imprisoned, and exiled their Japanese neighbors. In 1942, 110,000 Japanese Americans living on the West Coast of the United States were relocated to ten internment camps. More than two thirds of those sent to internment camps, under the Executive Order, had never shown disloyalty and were also citizens of the United States. In April 1942, the War Relocation Authority was created to control the assembly centers, relocation centers, and internment camps, and oversee the relocation of Japanese-Americans. It took another forty years for the US government to recognize the violations of this population's constitutiona l rights.   Ã‚  Ã‚  Ã‚  Ã‚  The internment camps were permanent detention camps that held internees from March, 1942 until their closing in 1945 and 1946. Although the camps held captive people of many different origins, the majority of the prisoners were Japanese-Americans. There were ten different relocation centers located across the United States during the war. These Japanese Americans, half of whom were children, were incarcerated for up to 4 years, without due process of law or any factual basis, in bleak, remote camps surrounded by barbed wire and armed guards.

How Does Wilfred Owen Provoke Sympathy for His Protagonist in ‘Disabled Essay

Owen provokes sympathy for his main character throughout the book and in every stanza. In the opening stanza Owen connects the reader with the main character, by making the reader feel sorry for him. The boy feels as though he is ‘waiting for dark,’ this makes the reader feel pity on the boy, as he knows he is waiting to die. By connecting the reader with the protagonist they feel more sympathy for him and they feel upset when he feels lonely and isolated. ‘ Voices of play and pleasure,’ tells the reader that the boys in the park are happy and the boy in the wheeled chair probably used to be like that, but now he is in a wheeled chair he will never be able to get his youth back. This makes the reader feel sympathy as the main character will never be able to be a child again and experience his youth. Owen shows the reader that ‘sleep had mothered them from him,’ he said this to show the reader that he is some sort of monster and children need to be saved from him. This provokes sympathy in the protagonist because he is unable to be seen normally by people now he is in a wheeled chair. In the second stanza sympathy is created in a different way to the first, in the second stanza, Owen tells the reader about what the boy in the wheeled chair misses. The boy misses girls, he think he will never feel love or intimacy again, ‘never feel again how slim girls’ waists are,’ Owen uses never as a hyperbole to exaggerate the boys sadness about never being able to be with a girl. The boy feels all the ‘girls glanced lovelier,’ as he can’t have any of the girls anymore he feels as though they are all beautiful and he wants to be with all of them. ‘All of them touch him like some queer disease,’ Owen uses â€Å"all of them,† a hyperbole, is used to show that the soldier feels alienated from everyone, specifically women, who his disability repels. This makes the reader feel sorry for him because he will never be treated normally and people don’t really want to touch him especially girls, as they are the ones he m isses the most. The third stanza creates sympathy by using mainly the boy’s youth and innocence. Owen does this so the reader feels connected with the boy; people feel more sympathy for someone who lives a short life than for someone who dies living a full life. Owen says that last year he was ‘younger than his youth,’ but ‘now he is old,’ this shows sympathy for the boy as he lost his youth and life in one year. The reader feels sorry for the boy also as ‘he’s lost his colour very far from here,’ the lack of detail about his location shows the reader that the boy may not have known where he was. ‘Poured it down shell-holes till the veins ran dry,’ Owen uses this metaphor to convey the boy pouring his life a way and he uses imagery so the reader can picture in their heads what he must have gone through and feel pity towards him. When Owen says that ‘one time he liked a blood smear down his leg,’ and he was ‘carried shoulder high,’ the boy used to like being a hero and impressing people such as his teammates and girls. This makes the reader feel sorry for the boy as no-one thinks he is a hero anymore and that was probably the reason he joined, to become a hero. Owen says that the boy had ‘drunk a peg,’ and ‘thought he’d better join,’ which provokes sympathy by showing the reader he only joined due to of peer pressure and he probably felt if he hadn’t joined he would be letting the football team down. Owen provokes sympathy in the fourth stanza by portraying to the reader that it was not the protagonist’s fault that he has the injuries. Owen firstly blames women for it, he says the boy joined the army ‘to please his Meg,’ Owen uses Meg to be symbolic of all women as Meg was a common name in those times. The fact that he joined for a girl makes the reader feel sorry fort the boy because he did not know what he was getting into and he was just trying to be a hero to impress girls, but by the end girls didn’t even notice him. Owen shows anger towards women and says ‘to please the giddy jilts,’ which was very insulting to women and he basically said they are just there to be impressed by men.