Bullying Starts at Home Essays - 1495 Words

People argue that bullying starts in the home, but what if it’s bigger than that? Some cultures are known for their hierarchy of the family model. The man is at the head of the family; he and his sons are of the most importance, and the mother and children are secondary. This type of hierarchy often leads to bullying that begins in the home, and leaks out into the community, sometimes even an entire culture. What evidence the literature available to date demonstrates ethnic groups, or culturally indentified customs that promote bullying behaviors in men? When someone thinks of bullying, a typical image that comes to mind is a school hallway, a bigger kid throwing a smaller kid into a locker, and some belittling phrases. However,†¦show more content†¦This leaves many married women, single women, teenage girls, and young girls victims of bullying, and sometimes even physical violence. Many people wonder how this trend of bullying begins. It starts at an early age, with the gender schema theory. This theory states that â€Å"childrens gender identity motivates the learning and adoption of gender stereotypes. In this theory, the attainment of basic gender identity around ages 2–3 years spurs intergroup cognitions of the sort described by cognitive exaggeration of differences between the sexes, attraction to the in-group, and derogation and homogenization of the out-group† (Tobin et al, 2010). An example of this gender schema theory is the Latino male culture. According to Abreu (2000), Children born into traditional Latino families in which male and female roles are strictly defined are likely to be socialized to assume their respective gender roles. When men are paying attention to their gender identity from such an early age, they begin to recognize the patterns, attitudes, and general disposition of the adult males in their lives. When they see these behaviors from the adult males, they begin to identify with them, see them as the n orm, and model themselves accordingly. Thus, from an early age, young boys begin to take on the mentality of female inferiority, and see them as people that they are able to bully and manipulate in order to get what they need. Another argument is that it stems fromShow MoreRelatedSocial Medi Not So Ideal? Essay929 Words   |  4 PagesAccording to the article Bullying Statistics, â€Å"19.6% of high school students in the US report being bullied at school and 14.8% report being bullied online† (â€Å"Bullying Statistics†). Children of all ages are now involved with so much technology and social media that it has become a problem in society. Instead of using social media and technology for good and fun, children are now using it to bully others. This problem has been defined as cyberbullying. â€Å"Cyberbullying is bullying that takes place usingRead MoreThe Effects Of Substance Abuse On Children1364 Words   |  6 Pagesis familiar with bullying, it’s almost like a rite of passage for most Americans; we see it in movies and are all-too familiar with it. We typically don’t think about the consequences of bullying, but studies have shown that students who are bullied at school in grades 7-12 are 50% more likely to abuse substances (Promises Treatment Center). Bullying is the act of physical or verbal tormenting over a set amount of time, usually targeted at one person or a group of people. Bullying is an internationalRead MoreEffects Of Cyberbullying968 Words   |  4 PagesCyberbullying affects everybody today, both children and adults. Due to the development of technology today, cyber-bullying has become one of the most difficult issues to resolve in our society. Cyberbullying affects everybody today, both children and adults. Due to the development of technology today, cyber-bullying has become one of the most difficult issues to resolve in our society. The internet is used today, more than ever. People view the internet can be viewed on just about any new mobileRead MoreBullying Starts From Unwanted Behaviors Essay1103 Words   |  5 PagesBullying starts from unwanted behaviors that are mostly produced during adolescent, around middle School years. It can even be produced by parents who are bullies, thus allowing the child to produced dominating behaviors. Bullying starts with an aggressive child who feels like they are empowered to control. They begin controlling others with their words. Kids who are so afraid of the bully have a hard time standing up for themselves, especially when schools don’t have programs to help modify controllingRead MoreBullying And Suicide : A Public Health Approach1025 Words   |  5 Pagesabout bullying and the alarming effects it has on our society. Bullying is defined by the Center for Disease and Control (CDC) as â€Å"any unwanted aggressive behavior(s) by another youth or group of youths who are not siblings or current dating partners that involves an observed or perceived power imbalance and is repeated multiple times or is highly likely to be repeated.† (â€Å"Featured Topic: Bullying Research† ) There are many forms of bullying, including but not limited to physical bullying, verbalRead MoreThe Three Main Types of Bullying890 Words   |  4 PagesBullying is defined as any un wanted aggressive behavior among students. Over the past couple of decades bullying has been on the rise amongst middle school and high school students and still remains a prevalent issue. Unfortunately it is very hard to try to pinpoint and even accuse bullies because of the various types. The three main types of bulling are: overt bullying, indirect/relational bullying and cyber bullying (Bauman 2008). In this paper I plan on addressing all three types of bullying andRead MoreBullying: Teacher and Healthy Anti-bullying Habits Essay1004 Words   |  5 PagesBullying Bullying is a big issue in the world these days. It is our job as teachers to address this issue in our classroom and teach children that bullying is not ok. Antonio’s â€Å"looking glass self† is related to his answerability because he knows that he will be held accountable for the decisions. The role this has on his desire to change his behavior is because he realizes what he was doing is wrong. As a teacher I would plan an activity for the whole class to participate in to teach the effectsRead MoreBullies are Criminals712 Words   |  3 PagesBullies are everywhere and they can be found at church, home and most importantly in schools. Nevertheless, there is no raised hand to stop the criminals or make no plans to stop them. Society pays more attention to the victims when they have gone to drastic measures.However many might say that at that moment a child is dead, has psychological damage, or puts others in harms way it too late. Bullies are criminals and they should be treated as such, but if society worked together to help or stopRead MorePersuasive Essay On School Bullying1207 Words   |  5 PagesBullying In Schools Bullying is repeated physical, verbal, or social aggression by a group or person directed towards someone with less power intended to cause harm and fear. Bullying has many negative outcomes including mental health problems, substances use, shootings, and suicides. Name calling, hitting, spreading rumors, and making threats are common forms of bullying that occur in schools. Bullying creates an unsafe and unhealthy area for students. According to the article aggression, â€Å"OurRead MoreDifferent Types of Bullying885 Words   |  4 Pages Bullying comes in many different procedures, from dissing one another to physical bullying. It is all inappropriate actions that naturally happen. Bullying can result into life long negative effects. Everyone has a breaking point, bullying only rushes to hurting yourself or others. It’s a trail for being insecure and having lack of confidence. People are often neglecting how serious bullying is. Bullying occurs on regular basis. It generally starts off by a leader who later on tends to bring

The Silver Linings Playbook Chapter 19 Free Essays

Sister Sailor-Mouth I’m at the Crystal Lake Diner with Tiffany; we’re in the same booth as last time, eating our single-serving box of raisin bran, drinking hot tea. We did not say anything on the walk here; we did not say anything when we were waiting for our server to bring the milk, bowl, and box. I’m starting to understand that we have the type of friendship that does not require many words. We will write a custom essay sample on The Silver Linings Playbook Chapter 19 or any similar topic only for you Order Now As I watch her spoon the brown flakes and sugared raisins into her pink lips, I try to decide whether I want to tell her about what happened at the Eagles game. For two days now I have been thinking about that little kid crying, hiding behind his father’s leg, and I feel so guilty about hitting the big Giants fan. I did not tell my mom, because the news would have upset her. My father has not talked to me since the Eagles lost to the Giants, and I don’t see Dr. Cliff until Friday. Plus, I’m starting to think Tiffany is the only one who might understand, since she seems to have a similar problem and is always exploding, like on the beach when Veronica slipped and mentioned Tiffany’s therapist in front of me. I look at Tiffany, who is sitting slouched, both elbows on the table. She’s wearing a black shirt that makes her hair look even blacker. She has on too much makeup, as usual. She looks sad. She looks angry. She looks different from everyone else I know – she cannot put on that happy face others wear when they know they are being watched. She doesn’t put on a face for me, which makes me trust her somehow. Suddenly Tiffany looks up, stares into my eyes. â€Å"You’re not eating.† â€Å"I’m sorry,† I say, and look down at the gold sparkles in the table’s plastic coating. â€Å"People will think I’m a hog if they see me eating while you watch.† So I dip my spoon into the bowl, drip milk onto the sparkly table, and shovel a small mound of milk-soaked raisin bran into my mouth. I chew. I swallow. Tiffany nods and then looks out the window again. â€Å"Something bad happened at the Eagles game,† I say, and then wish I hadn’t. â€Å"I don’t want to hear about football.† Tiffany sighs. â€Å"I hate football.† â€Å"This really isn’t about football.† She continues to stare out the window. I look and confirm that there are only parked cars outside, nothing of interest. And then I am talking: â€Å"I hit a man so hard – lifting him up off the ground even – I thought I maybe killed him.† She looks at me. Tiffany squints and sort of smiles, like she might even laugh. â€Å"Well, did you?† â€Å"Did I what?† â€Å"Kill the man.† â€Å"No. No, I didn’t. I knocked him out, but he eventually woke up.† â€Å"Should you have killed him?† Tiffany asks. â€Å"I don’t know.† I am amazed by her question. â€Å"I mean, no! Of course not.† â€Å"Then why did you hit him so hard?† â€Å"He threw my brother down to the concrete, and my mind just exploded. It was like I left my body and my body was doing something I did not want to do. And I haven’t really talked about this with anyone and I was hoping you might want to listen to me so that I could – â€Å" â€Å"Why did the man throw your brother to the ground?† I tell her the whole story – start to finish – letting her know I can’t get the big guy’s son out of my mind. I’m still seeing the little guy hiding behind his father’s leg; I’m seeing the little guy crying, sobbing, so obviously afraid. I also tell her about my dream – the one where Nikki comforts the Giants fan. When I finish the story, Tiffany says, â€Å"So?† â€Å"So?† â€Å"So I don’t get why you’re so upset?† For a second I think she might be kidding me, but Tiffany’s face does not crack. â€Å"I’m upset because I know Nikki will be mad at me when I tell her what happened. I am upset because I disappointed myself, and apart time will surely be extended now because God will want to protect Nikki until I learn to control myself better, and like Jesus, Nikki is a pacifist, which is the reason she did not like me going to the rowdy Eagles games in the first place, and I don’t want to be sent back to the bad place, and God, I miss Nikki so much, it hurts so bad and – â€Å" â€Å"Fuck Nikki,† Tiffany says, and then slips another spoonful of raisin bran into her mouth. I stare at her. She chews nonchalantly. She swallows. â€Å"Excuse me?† I say. â€Å"The Giants fan sounds like a total prick, as do your brother and your friend Scott. You didn’t start the fight. You only defended yourself. And if Nikki can’t deal with that, if Nikki won’t support you when you are feeling down, then I say fuck her.† â€Å"Don’t you ever talk about my wife like that,† I say, hearing the sharp anger in my voice. Tiffany rolls her eyes at me. â€Å"I won’t allow any of my friends to talk about my wife like that.† â€Å"Your wife, huh?† Tiffany says. â€Å"Yes. My wife, Nikki.† â€Å"You mean your wife, Nikki, who abandoned you while you were recovering in a mental institution. Why isn’t your wife, Nikki, sitting here with you right now, Pat? Think about it. Why are you eating fucking raisin bran with me? All you ever think about is pleasing Nikki, and yet your precious Nikki doesn’t seem to think about you at all. Where is she? What’s Nikki doing right now? Do you really believe she’s thinking about you?† I’m too shocked to speak. â€Å"Fuck Nikki, Pat. Fuck her! FUCK NIKKI!† Tiffany slaps her palms against the table, making the bowl of raisin bran jump. â€Å"Forget her. She’s gone. Don’t you see that?† Our server comes over to the table. She puts her hands on her hips. She presses her lips together. She looks at me. She looks at Tiffany. â€Å"Hey, sister sailor-mouth,† the server says. When I look around, the other customers are looking at my foulmouthed friend. â€Å"This isn’t a bar, okay?† Tiffany looks at the server; she shakes her head. â€Å"You know what? Fuck you too,† Tiffany says, and then she is striding across the diner and out the door. â€Å"I’m just doin’ my job,† says the server. â€Å"Jeez!† â€Å"I’m sorry,† I say, and hand the server all the money I have – the twenty-dollar bill my mother gave me when I said I wanted to take Tiffany out for raisin bran. I asked for two twenties, but Mom said I couldn’t give the server forty dollars when the meal only costs five, even after I told Mom about overtipping, which I learned from Nikki, as you already know. The waitress says, â€Å"Thanks, pal. But you better go after your girlfriend.† â€Å"She’s not my girlfriend,† I say. â€Å"She’s just a friend.† â€Å"Whatever.† Tiffany is not outside of the diner. I look down the street and see her running away from me. When I catch up to her, I ask what’s wrong. She doesn’t answer; she keeps running. At a quick pace, we jog side by side back into Collingswood, all the way to her parents’ house, and then Tiffany runs around to the back door without saying goodbye. How to cite The Silver Linings Playbook Chapter 19, Essay examples

Million Dollar Baby Tragedy free essay sample

She’s younger, she’s stronger, and she’s more experienced. Now what are you going to do about it? † Next round starts, Maggie knocks her out in a few seconds. Maggie being seven years older than a normal fighter is not as quick on her feet and is inexperienced. But after this fight Maggie shows that she is dignified and a serious fighter. Maggie demonstrates that she is courageous and dignified which is part of what makes a movie, a tragedy. Maggie also shows Million Dollar Baby is a tragedy because her downfall is caused by a human emotion, her competitiveness. After a bunch of fights in a row the narrator concludes, â€Å"Maggie always did like taking ‘em out in the first round†. This illustrates that Maggie does not like making it a good long fight where both competitors gain experience. Maggie likes to win, hitting them hard and quickly, letting her competitiveness get in the way. We will write a custom essay sample on Million Dollar Baby Tragedy or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The narrator later says, â€Å"boxing is an unnatural act. ‘Cause everything in it is backwards. You wanna move to the left, you don’t step left; you push off your right toe. To move to the right, you use your left toe. Instead of running from the pain like a sane person would do, you step into it. That’s what Maggie did, all the way to the World Championships†. Instead of backing away from the pain she turned into every hit because backing away from the pain means she loses. Getting hit multiple times a fight, Maggie reveals a bad hit will not keep her from winning. Maggie’s competitiveness is a key part in Million Dollar Baby being a tragedy. Million Dollar Baby is a tragedy because after her downfall, Maggie learns she can achieve more than she knows; if she works hard enough. Maggie has been constantly trying to get Frankie to train her since day one. Frankie after watching Maggie on the speed bag says, â€Å"If I take you on† interrupting Frankie, Maggie says â€Å"You won’t regret it. † Frankie sighs and continues â€Å"God this is a mistake already.. I’m going to try to forget the fact that you are a girl. † Frankie does not train girls, ever; Maggie was persistent and got Frankie to train her, an impossible task. She worked hard enough and was able to get an incredible trainer to train her. Maggie is in the hospital after her downfall, getting punched after the bell and now being paralyzed, she is going to lose her legs, has to breathe out of a breathing tube and will never fight again. Maggie says to Frankie, â€Å"I can’t be like this, Frankie. Not after what I’ve done. I’ve seen the world. People chanted my name. Well, not my name†¦ some damn name you gave me. I was in magazines. You think I ever dreamed of that’d happen? † In this quote Maggie exhibits that she is ready to die, she has achieved more then she could ever dream of. Maggie learns that she can do anything if she puts her mind to it. Since Maggie is courageous and dignified, has a human characteristic which amplifies her downfall and learns she can achieve more than she knows; Million Dollar Baby is a tragedy. Being an excellent fighter, Maggie was so thankful for the life she and Frankie made for her. Maggie clearly displays that working hard pays off and anyone can do the impossible, who would have thought a 37 year old, who has had zero training, would train less for a year and be a world champion contender? Like Eddie Dupris, the narrator of million dollar baby says â€Å"It’s the magic of risking everything for a dream nobody can see but you. †

The horror film Scream Essay Example

The horror film Scream Essay Example The horror film Scream Essay The horror film Scream Essay The horror film Scream was released in 1997, the director a Mr Wes Craven was trying to aim the film at young teenagers. Although the film has blood and guts it also has psychological side to it because in quite a bit of the film when the viewer is watching it the killer will say something like do you like scary movies? this indicates that the movie is scary and that this is the killer speaking. In the film, the killer plays with you mind by speaking to the victim on the phone to find out information about her by flirting with her then the victim feels overwhelmed and starts to tell the unknown killer thing about her then the killer will use that information on her to scare her then he knows that he is in control. Usually the telephone is used to call for help or in an emergency but in this situation the phone is used to scare the victim and also to get into the victims mind. You can see that the film is aimed at teenagers because most of the characters are young teenagers so this should tell you quite a lot of information about the age group the film is aimed at. This movie is a typical teen horror movie you can see this because the killer always plays ends up killing a character that is not such a big part the main victim never ever gets killed. After watching and listening to the opening title screen this gets the viewer in the mood for the movie. The movie is quite scary in parts this is where the director tries to keep you on the edge of your seat also he uses the phone to build up the tension because when the victim is getting chased the viewer will be shouting for the victim to run because we have got to know her and we like her. As you watch the film you can start to see that Casey has a very loving relationship with her parents you can see that they trust her because they left her in the house on her own with shows that they trust her. Also they must love her very much because when they walk in the house and see all the smoke they dont say what has happened the very first thing they do is shout for Casey and start searching for her and when they cannot find her they phone the police. When her mother picks up the phone to ring the police she can hear her daughter at the other end getting killed the only thing they can do is listen and shout to her because it must be horrible to listen to your daughter being killed so they cannot listen to this but also they cannot put the phone down because they will feel guilty. Caseys parents are helpless because they cannot help her at all. The opening title to the film is very well suited to the film. At the beginning of the title the word scream flashes white and red then changes into blue and at the end of they explode. The opening titles make the watcher think of blood and horror, which is the main feature for a movie of this nature. The house that Casey lives in is very clean and the colours in the house are very light and bright the colours are a contrast of white and cream. When the killer begins to take over Casey and starts to threaten her the house becomes darker and spooky as if the killer is in her mind. After this you begin to see that she is in the middle of nowhere and how big the house actually is. This is the perfect setting for a murder because it is in the middle of nowhere. I think that Wes Craven chose to have Casey killed in her own home to show that even you are not safe in your own home. At the beginning of the film, when the killer is on the phone he is very polite and charming then after a while he begins to speak in a deeper voice then eventually he cracks and shouts at her he says no listen you little bitch speak to me again and Ill gut you like a fish. The fist time we see the killer is in the hall as he dashes past but he is just a blur. He is not dressed normally he has a white ghost mask on he is holding a knife he has boots on and a long hooded cloak with black pants. Although the fist time we see him in a close up is at the window when Casey is outside and she peers through the window sees the killers face with a mask on then he smashes through the window and grabs Casey. When we see the killer on screen he does not speak because if he does then the victim might know who the killer is and he might get caught. Also the lighting in the film is very suited to the film as in the beggining the film is very light beacuse this implies happines and this is because the victim is happy. Casey does not know that she is goning to die and the fact that she is getting ready to watch a movie, as the killer rings casey and as he starts to get into her mind the house then becomes much darker.

Using Maps with American Literature as Informational Texts

Using Maps with American Literature as Informational Texts Teachers of American literature in middle or high school classrooms have the opportunity to select from a little over  400 years of writing by American authors. Because each author offers a different perspective on the American experience, teachers may also choose to provide the geographic context that influenced each of the authors taught in a curriculum. In American literature, geography is often central to an authors narrative.   Representing the geography of where an author was born, raised, educated, or wrote can be done on a map, and the creation of such a map involves the discipline of cartography. Cartography or Map Making The International Cartographic Association (ICA)  defines cartography: Cartography is the discipline dealing with the conception, production, dissemination and study of maps. Cartography is also about representation – the map. This means that cartography is the whole process of mapping. The  structural models  of cartography  can be used to  describe the process of mapping for an  academic discipline. Supporting the use of maps in the study of literature to better understand how geography has informed or influenced an author is made in an  argument made by  Sà ©bastien Caquard and William Cartwright in their 2014  article  Narrative Cartography: From Mapping Stories to the Narrative of Maps and Mapping  Ã‚  published in  The Cartographic Journal. The article explains how  the potential of maps to both decipher and tell stories is virtually unlimited. Teachers may use maps that help students better comprehend how the geography of America may influence authors and their literature. Their description of narrative cartography is an aim,  to shed light on some of the facets of the rich and complex relationships between maps and narratives. Influence of Geography on American Authors Studying the  geography that influenced the authors of American literature can mean using some of the lenses of social sciences such as  economics,  political science,  human  geography,  demography,   psychology  or  sociology. Teachers may spend time in class and provide the cultural geography background of the authors who penned the most traditional selections of literature in high school  such as Nathanial Hawthornes The Scarlet Letter, Mark Twains The Adventures of Huckleberry Finn, John Steinbecks Of Mice and Men.   In each of  these selections, as in most American literature,  the  context of an authors  community,  culture, and relationships is  tied to specific time and location. For example, the geography of colonial settlements is seen in the  first pieces of American literature, beginning with a  1608 memoir by Captain John Smith, English explorer and  leader of Jamestown (Virginia). The explorers accounts are combined in a piece  titled  Ã‚  A True Relation of Such Occurrences and Accidents of Noate as Hath Happened in Virginia.   In this recounting, consider by many to be wildly exaggerated, Smith describes  the story of  Pocahontas saving his life from the hand of Powhatan.   More recently, the 2016 winner of the Pulitzer Prize  Ã‚  for fiction  was written by  Viet Thanh Nguyen  who  was born in Vietnam and raised in America. His story  The Sympathizer  is described as, A layered immigrant tale told in the wry, confessional voice of a man of two minds- and two countries, Vietnam and the United States. In this award-winning narrative, the contrast of these two cultural geographies is central to the story. The American Writers Museum: Digital Literary Maps There are a number of different digital  map resources available to teachers with Internet access  to use in providing students background information. Should teachers want to give  students an opportunity to research American authors, a good starting place might be the American Writers Museum,  A National Museum Celebrating American Writers. The museum already has a digital presence, with their physical offices scheduled to open in Chicago in 2017. The mission of the  American Writers Museum is to engage the public in celebrating American writers and exploring their influence on our history, our identity, our culture, and our daily lives. One featured page on the museums  website is a Literary America  map  that features  American writers from all over the country.  Visitors can  click on a states icon to see what literary landmarks are located there   such as author homes and museums, book festivals, literary archives,  or even an authors final resting places.   This Literary America  map will help students meet several of the goals of the new American Writers Museum which are to: Educate the public about American writers – past and present;Engage visitors to the Museum in exploring the many exciting worlds created by the spoken and written word;Enrich and deepen appreciation for good writing in all its forms;Inspire visitors  to discover, or rediscover, a love of reading and writing. Teachers should know that the digital Literary America map on the museums website is interactive, and there are links to multiple other websites. For example, by clicking on New York State icon, students could choose to be connected to an obituary on the New York Public Librarys website for  J.D. Salinger,  author of Catcher in the Rye. Another click on the New York State icon could  take students to  a news story about the 343 boxes  containing the  personal papers and documents of the poet  Maya Angelou  that were acquired  by the  Schomburg Center for Research in Black Culture. This acquisition was featured in an article in the NY Times, Schomburg Center in Harlem Acquires Maya Angelou Archive  and there are links to many of these documents. There are links on the Pennsylvania state icon to museums dedicated to authors born in the state. For example, students can choose between Edgar Allan Poe National Historical SitePearl S. Buck HouseZane Grey Museum Similarly, a click on the Texas state icon offers students an opportunity to digitally visit three museums dedicated to the American short story author, William S. Porter, who wrote under the pen name O.Henry: O. Henry HouseO. Henry MuseumWilliam Sidney Porter, O. Henry Museum The State of  California offers multiple sites for students to explore on American authors who had a presence in the state: Eugene O’Neill National Historic SiteJack London State Historic ParkJohn Muir National Historic SiteNational Steinbeck CenterRobinson Jeffers Tor House FoundationThe Beat MuseumWill Rogers Ranch Additional Literary Author Map Collections 1. At the Clark Library (University of Michigan Library) there are a number of literary maps  for students to view.  One such  literary map was drawn by  Charles Hook Heffelfinger (1956).  This map lists the last names of many American writers along with their principal works within the state in which the book takes place. The description of the map states: As with many literary maps, while many of the works included may have been commercial successes at the time of the map’s publication in 1956, not all of them are still acclaimed today. Some classics are included, however, such as  Gone With the Wind  by Margaret Mitchell and  The Last of the Mohicans  by James Fenimore Cooper. These maps can be shared as a projection in class, or students can follow the link themselves. 2. The Library of Congress  offers an online collection  of maps titled, Language of the Land: Journeys Into Literary America. According to the website:   The inspiration for this exhibition was the Library of Congresss collection of literary mapsmaps that acknowledge the contributions of authors to a specific state or region as well as those that depict the geographical locations in works of fiction or fantasy.   This exhibition includes the  1949  Booklovers Map  published by R.R. Bowker of New York which  features important points of interest across America’s historical, cultural, and literary landscape at the time. There are many different maps in this online  collection, and the promotional description for the exhibition reads: From Robert Frosts New England farms to John Steinbecks California valleys to Eudora Weltys Mississippi Delta, American authors have shaped our view of Americas regional landscapes in all their astonishing variety. They have created unforgettable characters, inseparably identified with the territory they inhabit. Author Maps AreInformational Texts Maps can be used as informational texts in the English Language Arts classroom as part of the key shifts educators can use in order to  integrate the Common Core State Standards.  These key shifts of the  Common Core  state that: Students must be immersed in information about the world around them if they are to develop the strong general knowledge and vocabulary they need to become successful readers and be prepared for college, career, and life. Informational texts play an important part in building students’ content knowledge. English teachers can use  maps as informational texts to build student background knowledge and improve comprehension. The use of maps as informational texts  could be covered under the following standards: CCSS.ELA-LITERACY.RI.8.7  Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. CCSS.ELA-LITERACY.RI.9-10.7  Analyze various accounts of a subject told in different mediums (e.g., a persons life story in both print and multimedia), determining which details are emphasized in each account. CCSS.ELA-LITERACY.RI.11-12.7  Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Conclusion Letting students explore American authors in their geographic and historic context through cartography, or mapmaking, can help their comprehension of American literature. The visual representation of the geography that contributed to a work of literature is best represented by a map. The use of maps   in the English classroom  can also help students develop an appreciation of Americas literary geography while increasing their familiarity with the  visual language of maps for other content areas.

Research proposal in identity theft in banking,uk Essay

Research proposal in identity theft in banking,uk - Essay Example 1 billion every year to identity theft which is already sending warning signals to the online bankers. With more banks venturing in online services and online financial transfer is dominant in these sectors, the banks and the customers are at a very high risk of losing their money to fraudsters. This research intends to narrow down to cybercrime, an area that has had little coverage by researchers of identity theft, yet a threatening one. By taking a quantitative approach to identify the severity cybercrime in identity theft and identifying possible security approaches that can be used to reduce instances of identity theft, it is possible to make viable recommendations that would go way far in reducing identity theft. Problem statement In the UK, the banking sector loses approximately ?1 billion to cyber crime and customer trust is at stake in this sector (Barclays, 2013). The banking sector is a major contributor to the economy of the country contributing about 8% of the UK Gross Do mestic Product. Therefore, it is one of the sectors that must be protected to ensure economic stability in the UK. Online banking is an innovative strategy that has enhanced business growth in the UK and has ensured customer comfort and satisfaction. However, as the internet technology grows, network aware experts delve in cyber crime and take advantage of innocent customers who do not know the threats that they expose themselves to wherever they conduct an online bank transaction in the UK. By identifying the vulnerability of the people and possible mitigation measures it is possible to protect the banking industry and consequently contribute to the economic development of the UK. Research Questions This research study intends to provide the answers to two critical research questions; What are the factors that predispose customers to identity theft during their online transactions? And what are the possible mitigation measures that would reduce the risk of customers falling victims of cybercrime? Objectives of the Study Main objectives To identify the factors that predispose customers to identity theft during their online bank transactions. To identify possible mitigative measures to protect online bank transactions from cyber crime. Specific Objectives To gather information from the public on their awareness risk of the identity theft while conducting online bank transactions. To assess the UK bank's security policies that protect their customers from identity theft within the scope of their online services. To identify the efficiency of the banking security policies in protecting their customers from cybercrime. To quantitatively analyse the data and make possible conclusions on identity theft To make viable recommendations on the possible measures that can protect bank customers from identity theft. Literature Review According to Haldane (2011, Para. 3), an economic analyst, the UK banking sector contributes to over 8% of the country gross domestic product and employs millions of UK residents. This points out that the UK banking sector is a major contributor in the economic development of the country, hence the need to protect it from any kind of business threat. Surprisingly, the UK banking sector continues to lose over ?1 billion every year from identity theft which has led to loss of trust in customers and a consequential drop in their revenue margin. In the current technology driven business sector,

Adam smith biography Essay Example | Topics and Well Written Essays - 2000 words

Adam smith biography - Essay Example During this time he lectured on various topics, and he explained for the first time his ideas of "the obvious and simple system of natural liberty", which was the basis of his influential book entitled An Inquiry into the Nature and Causes of the Wealth of Nations (The Wealth of Nations).1 Around 1750 Smith met the philosopher, economist and historian David Hume, one of the most famous figures of the Scottish Enlightment along Smith himself. They became close friends, and Smith was influenced by his works as it has been noted by many scholars. In 1751 Smith became a professor at Glasgow University where he lectured on logic and moral philosophy. In 1759 he published his book entitled The Theory of Moral Sentiments, which is concerned with the explanation of moral approval and disapproval. Smith finds in sympathy the solution to moral problems. After the publication of The Theory of Moral Sentiments Smith payed more attention to jurisprudence and political economics in his lectures. An account of these lectures by one of Smith’s students around 1763 was edited by E. Cannan in 1896. In 1763 Smith was hired as tutor to the young Duke of Buccleuch. During the next years (1764-1766) Smith travelled with his pupil to Switzerland and France, where he met many intellec tual leaders as Voltaire, Jean-Jacques Rousseau, Turgot, D’Alembert, Andrà © Morellet, Helvà ©tius, and Francois Quesnay, who was the head of the Physiocratic school whose works influenced Smith. Later on he also met Benjamà ­n Franklin.2 Smith retired from his post as tutor of the Duke of Buccleuch thanks to the life pension that he earned through that tutorship, and he returned home to Kirkcaldy, where he dedicated to the task of writing his most important work, The Wealth of Nations, which was published in 1776, the same year of the Declaration of Independence of the United States of America. His close friend Hume also died in that