The Misuse Of Cell Phones In School - 1312 Words

Cell Phones In School Do cell phones belong in school? Many think they can be a learning revolution while others think it is a learning deficit. In November 2017, the students of Deer Path Middle School were in the middle of LA class when suddenly a student’s phone blared disrupting the whole class. He was trying to play a mobile game in class. Many could not overcome the shock but the teacher took swift action and punished the student according to his crime. Misuse of Phones Phones. They are something people use everyday. It gets to the point people forgot the privilege of having such a powerful tool in their pocket. A phone, like any tool, can be used in two ways, harm and good. For many years phones were given unhibited reign over the†¦show more content†¦The Importance of Education Some argue that kids in middle school are at such a phase in life where they do not realize the importance of education. They do not realize that it is their future. Or that without out they are nothing. According to lifescience.com, â€Å"In the survey, about 20 percent of students said they had considered dropping out of school...73 percent said, ‘I didnt like the school.’ 61 percent said, ‘I didnt like the teachers.† These number show truly how great the number of students who just do not care about school. So, in the end, some believe that students choose to bend the rules and use their cell phones as an escape from school and they end up losing valuable knowledge. According to insidehighered.com, â€Å"...90 percent of students admit to using their devices for non-class activities during class times. Less than 8 percent said that they never do so.† These number show the raw size of the problem. These are the future generations, if they aren’t learning all of this important information, who will? While these numbers are from schools with and without phone bans, the problem still remains. There has been reports of students seen in the bathrooms in the middle of class on their phones. Many argue that teachers can not afford the time of stopping their lesson and dealing with it, so they have to let it happen and without any proof, it is just accusations. At the very least, by banning them it stops studentsShow MoreRelatedCell Phones Should Not Be Banned1299 Words   |  6 PagesThe usage of a cell phone is dramatically increasing today, especially for students. 98% of parents of cell-owning teens say that a major factor why their child has a cell phone is so that they can be in touch no matter where the child is. That statement can be true, but considering that we’re living in the 21st century, do we really think that’s the biggest reason why students own cell phones, just to make calls and keep in touch with their fellow parents? Keep in mind, it’s the 2016-more advancedRead MoreCell Phones Should Not Be Banned from School Property693 Words   |  3 Pageslocal high school in the United States, they will be sure to see teenage students with their cellular telephones in hand. One may say the use of cell phones should be banned on school property, however there are many instances in which that may not be the best idea. Parents need to know that their children are safe and those children need a way in which to contact their parents if an emergency arises. If their child is not permitted to have their cellular telephone with them at school, the parentRead More Persuasive Communication: Cell Phones in School656 Words   |  3 Pagesï » ¿Assignment Part A Cell Phones in School: Persuasive Map Personal Opinion: Students should NOT be permitted to carry their cell phones to school Reason 1: Cell phones could bring about unnecessary disruptions to the learning environment Reason 2: Students could use cell phones to cheat during exams Fact to Support Reason 1: Researchers have found out that the amount of time children spend online has an impact on not only their class concentration levels but also their ability to pay attention Read MoreCell Phones And Its Effects On Individuals860 Words   |  4 Pagesof these devices or technologies include cell phones, social network sites, and Wi-Fi which remain beneficial to many but they too have drawbacks. Medoff and Kaye note, since cell phones made their way to the consumer market, they have had a huge impact on individuals (2011, p.270). The cell phone has made communication easier and accessible from just about anywhere. No longer are individuals restricted to cords, local calls, and memory. Prior to cell phones, communication was sometimes inconvenientRead MoreCell Phones in School: Nuisance or Learning Tool Essay673 Words   |  3 PagesCell phones over the past few years have become essential to teens. Attributable to this increase in cellphones teens bring them everywhere including school. Consequently though, students who bring them into school often use them without the teacher’s consent and get distracted. On the other hand, if teachers allowed the use of these devices, they could work as an aid. Although some believe that phones distract students in class, implementing them in the classroom could help learning, and may helpRead MoreTechnology Is The Work Place Envir onment1447 Words   |  6 Pagesthree devices for work (Miller-Merrell, â€Å"46% of Managers Believe Employees Misuse Social Media and Work Technology†). Using technology can make it easier to get ahold of someone faster and to draw more attention over the World Wide Web. The web can be used for many workplace situations such as recruiting. 91% of recruiters use social media for recruiting young soldiers (Miller-Merrell, â€Å"46% of Managers Believe Employees Misuse Social Media and Work Technology†). Employees and employers even use socialRead MoreMobile Phones And Electronics Particularly On Mobile Devices1327 Words   |  6 Pagesdevices. There are various mobile electronic devices: laptop, tablet, and cellular phone to name a few. In the early 1990’s even with the bulkiness students started bringing cellular phones to school back then. Schools began to place a restriction on the use of mobile phones in the classroom. Initially, the cell phone was only ab le to make calls and receive calls. Now, the cell phone or more commonly named smart phone is the most favorable with students since they are able to stay connected to a wideRead MoreTechnology Impact Today s Society1099 Words   |  5 PagesThe average age of a child that receives their first cell phone is eleven. I worry about a child’s well-being when I see them with these devices. On my tenth, birthday my father bought me a cell phone. I was unaware of the potential consequences I later faced when I misused it. Parents are giving children phones without prior research. Parents must acquire information about the many dangers and hazards that comes with the ownership of a cell phone. Parents want to stay in touch with their childrenRead MoreToday’s cell phones are more than just phones they are high-tech devices that some would consider1300 Words   |  6 Pages Today’s cell phones are more than just phones; they are high-tech devices that some would consider mini-computers. Today’s cell phones allow people to surf the Internet, conduct text conversations with others, take pictures, record videos, download and listen to music, play games. For children and teenagers, this allows for anytime, anywhere communication, especially when it comes to friends. With cell phones, children are always only a few buttons away, highly connected and almost always availableRead MoreDisadvantages Cell Phones1079 Words   |  5 Pagesuse of cell phones. Although they are very useful, the creation and development of cell phones have been both a gift and a curse. Having a cell phone in class can be beneficial for the student when it comes to urgent communicating . Cell phones provide a swift way to reach out to a person if a problem occurred in someones family. However, the downside of having a cell phone in class is that it causes many distractions for the student, classmates, and the teacher. The usage of cell phones is creating

Domestic Violence Essay with Annotated Bibliography

There are many different types of domestic violence. Physical abuse is the most obvious form, but this is not to say that outsiders always recognize it. Generally, physical violence causes bodily harm, using a variety of methods. Slapping, pushing, throwing, hitting, punching, and strangling are only a few methods. An object or weapon may or may not be used. There is not always physical evidence of physical abuse such as bruising, bleeding, scratches, bumps, etc., therefore, absence of physical marks does not necessarily mean physical abuse had not occurred. Physical abuse sometimes escalates to murder (Morris and Biehl 7, Haley 14-17). Sexual abuse includes any sexual act in which one person has not agreed to it. A woman can be†¦show more content†¦Pressure, guilt trips, lying, cheating, violating trust, laying blame on her or other forms of harassment are all forms of mental abuse. Generally, to some degree, all three types of violence are used because they tend to overlap. For example, mental abuse and physical abuse can occur simultaneously when a man is yelling at his wife, telling her how worthless she is while he is beating her (Morris and Biehl 36, Haley 9-13). Violence begins at a very young age. Even if children are not exposed to an abusive household, they still experience violence in cartoons and toys. Children of abused homes learn that violence is used to resolve conflicts. Boys grow up more likely to be abusers and girls grow up more likely to be victims of abusive relationships. There are many factors we can identify and others we cannot that contribute to violence. Some of these factors are unequal power distribution, support of societal norms that reinforce and glorify violence, disregard of human rights, race and class, and the notion of a mans right to control his wife. People of color are oppressed and are victims of racism. This perpetuates violence, especially in men. Violence is a form of power that perpetrators use to counteract their oppression. They need to feel that they have some sort of control, and this is accomplishedShow MoreRelatedI Have A Good Writer949 Words   |  4 Pagesfirst essay; a narrative. My narrative was about something that happened years ago that traumatized me. Being able to get out what had happened and express what I needed to was liberating. But aside from feeling better about the event, I had written my first real essay. A real, five page, no bull paper. That was a huge milestone in my writing career. Also, beginning with a narrative was nice because it was simple enough to be easy, but still challenging. Next, we wrote an expository essay. An expositoryRead MoreAnnotated Bibliography On The Gun Of The Teeth : The Worldwide Plague Of Small Arms1597 Words   |  7 PagesAnnotated Bibliography Armed to the teeth: The worldwide plague of small arms [Video file]. (2000). In Films On Demand. Retrieved February 11, 2016, from fod.infobase.com There is one gun for every ten people on earth today. The people who supports gun control believe that if we are trying to save the world, guns for wars should not be shipped around for individual uses. There have been around 400 million deaths due to small arms and conflicts since the fall of the Berlin Wall. Once a person ownsRead MoreDomestic Violence in Immigrant Families Essay5608 Words   |  23 PagesPolicy  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Assignment Three: Canadian Human Rights Report Topic – Violence against immigrant women in South Asian, African and Korean communities Instructor: Jane Birbeck March 21st, 2011 Annotated Bibliography: Violence against Immigrant Women in South Asian, African and Korean Communities An annotated bibliography Annotated Bibliography Introduction This paper analyzes the phenomenon of violence against immigrant women, specifically within South Asian, African and KoreanRead MoreThe United Convention And The Geneva Convention2483 Words   |  10 Pagesof state (Kaldor, 2005). This essay, started with the definition of war followed by the discussion of the inevitability of classic wars and new wars respectively, will argue that classic wars can be prevented with the deepening cooperation and interdependence to a limited extent, but the new emerging wars are largely inevitable. The definition of war has been changing with the deepening understanding of wars. Bull (1977, pp.: 178) defined wars as â€Å"[o]rganised violence carried out by political unitsRead MoreThe Soviet Union Responsible For The Consolidation Of Communism1776 Words   |  8 PagesESSAY PLAN To what extent was the Soviet Union responsible for the consolidation of communism in Eastern Europe in the period 1945-1953? Introduction During the aftermath of World War II, the Soviet Union was primarily responsible for the consolidation of communism in Eastern Europe. †¢ It was in the spring of 1948 that the Soviet Union had aggressively pushed for the imposition of Communist rule in most East European nations o Eastern Europe under Communist rule was comprised of CzechoslovakiaRead MoreMacro Economic Analysis of Coca Cola4039 Words   |  17 PagesWriting for Students Free sample essays, research paper examples, term papers, example dissertations, writing tips and writing guidelines for high school, college and university students. Here you can also find information about custom writing services at which you can buy custom written papers online. This Blog Linked From Here | This Blog  Ã‚  Ã‚   |    | Top of Form Bottom of Form Linked From Here  Ã‚  Ã‚   | |    Thursday, December 30, 2010 Research Paper on Coca Cola Research Paper on Coca Cola CompanyRead MoreA Critical Review of â€Å"the Ambiguities of Football, Politics, Culture, and Social Transformation in Latin America† by Tamir Bar-on.14147 Words   |  57 Pagescorresponding win-at-all-costs philosophy. In the future, the worlds most popular game will continue to be utilized as a political tool of mass manipulation and social control: a kind of mass secular pagan religion. As a footnote not mentioned in the essay, the 1998 World Cup in France, a worldwide event with 32 countries and an estimated 2.5 billion fans watching the matches in the stadiums and on television, will be used by the international French Evangelical Alliance called Sport et Foi MondialRead MoreChildrens Literature13219 Words   |  53 Pages[ancient Rome; 50 BCE to 500 CE] 31 The Middle Ages [500 to 1500 CE] 31 The European Renaissance [1500-1650 CE] 32 The 17th Century 34 The 18th and Early 19th Centuries 35 The Victorians: The Golden Age 36 Twentieth Century: Widening Worlds 38 9. Bibliography 38 1. Introduction In 1817 Robert Bloomfield, author of The History of Little Davy’s New Hat, wrote: ‘The longer I live †¦ the more I am convinced of the importance of children’s books.’ That similar statements are still being made two hundredRead MoreLibrary Management204752 Words   |  820 Pages. . 275 Physical Stress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 276 Job-Related Mental Stress . . . . . . . . . . . . . . . . . . . . . . 276 Burnout . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279 Violence and Crime in the Workplace . . . . . . . . . . . . . 280 External Impacts on Human Resources—Legal Protections . . . . . . . . . . . . . . . . . . . 282 Equal Employment Opportunities . . . . . . . . . . . . . . . . 283 The Civil Rights Act of 1964

College Athletes Deserved to Be Paid Free Essays

College Athletes Deserve To Be Paid November 17, 2011 College Athletes Deserve To Be Paid Almost every week there is some sort of story that makes the news about a university breaking the NCAA rules. The debate is bigger than ever to start paying college athletes to play sports. It does not matter which sport it is, athletes need more than just a scholarship to pay for expenses outside of tuition, room, and board. We will write a custom essay sample on College Athletes Deserved to Be Paid or any similar topic only for you Order Now A scholarship is strictly limited to these, but what about the expenses outside of those? It is time to start paying college athletes to play sports to cover the expenses that occur outside of a scholarship and the sport. With the growing costs of living, more and more athletes are looking for ways to get more money than their scholarship gives them. In return, most of the athletes are breaking NCAA rules to get money, which hurts the school, coach, and their self. Colleges around the country are getting punished, and losing legendary coaches because of athletes needing more money. Schools have turned to firing coaches because of athletes breaking these rules. College athletes should be paid because they need more than what their scholarship gives them, some sort of cut of the millions of dollars the schools make off the athletes. Also to help protect the coaches and schools from being placed under some form of punishment. A college athlete getting paid to play has been a topic of discussion the past few years, and the problem is only getting worse. However, there are reasons why many NCAA officials and school officials believe athletes do not need to receive any more money than their scholarships. A major point that these officials use is that paying an athlete for playing will then eliminate the amateurism of the NCAA. The NCAA has always been known to create a playing environment that is strictly at an amateur level. If a college athlete begins to get paid then this therefore eliminates the â€Å"amateur† title, and they are then recognized as professionals. However, more and more athletes are looking for ways to make more money. According to Matt Hinton at rivals. com, Ohio State University is currently on probation for athletes selling or trading their memorabilia for money and other things (2011). This is breaking the NCAA rules, and has resulted in the university to be placed on probation and firing their coach. The NCAA is about amateurism, but even Olympic amateurs can make money off of endorsements. They should let athletes make money so these schools do not have to worry about getting in trouble. Another point, officials do not see why an athlete should be paid if they are already going to school for â€Å"free†. Athletes receive a scholarships based on what a school would like to give them, and for most of the time many athletes receive a full-ride scholarship. This scholarship usually pays for their tuition, room, and board. Often times, officials ask why an athlete needs more than what their scholarship allows them. However, with scholarships they are strictly limited to on-campus purchases, and cannot help an athlete with any bills outside of the school. If an athlete has to travel to home and back for any reason a scholarship does not cover the trip. Where does the athlete get the money to pay for the trip? This is one example why athletes need extra money instead of just a scholarship. Lastly, many claim athletes are student-athletes, and paying them would result in them becoming just paid athletes. This is a good point, but the difference between a student-athlete and a student is a student can receive benefits outside of their financial aid, and/or scholarships. It is unfair to student-athletes and this is why they deserve some sort of payment outside of their scholarship. A student-athlete on a full-ride scholarship is there because the school believes the student is an outstanding athlete. The scholarship is strictly used for on-campus purchases such as tuition, room, and board. Often times the scholarship is also used for books, supplies, and sometimes school apparel. The issue with a scholarship is it cannot be used outside of the campus. However, there are many purchases a student needs during their time at the school, that a scholarship does not cover. For example, an athlete must cover on their own the cost of travel home, which sometimes can be costly depending on where their family lives. Also, regular bills, clothes, and food outside of campus have no way of being paid for by an athlete that is limited to a scholarship. It is unfair to athletes that spend all year with their sport to not receive some form of payment. A student on a full-ride academic scholarship is allowed to have a job, and to make money professionally. An example, a student who has a full-ride for academics can still sell their talent (music, writing, etc. ) for money, and they can also hold a job. This allows the student to receive more money than what their scholarship pays for. Zane, who plays football on a full-ride scholarship at Ball State University, told me it is nearly impossible to have a job while playing football. He said he has two weeks off during the summer to be at home, and other than that he has the opportunity to come home some weekends. He said they start in the summer and play through the season, and then following the season they begin practicing for the next (Personal communication, November 11,2011). This is a year-round obligation with no free time. There is no time for him to make any money because many companies do not want to hire someone who can only work a little bit compared to a student who has more free time. The sport is his job, and therefore should pay the athlete to play. It is unfair for a student who does not play a sport get paid for what they do, but an athlete that draws millions in for the university only gets a scholarship. Each year, college athletics make universities millions of dollars. However, the athletes that draw this money into the school receive none from it. According to the Huffington Post, the Big Ten and the SEC made around $8 million 2009-2010(Huffington Post, 2011). The players of these conferences see none of that money besides what their scholarship grants them. The players are what the fans pay to come see, and the schools know this. The schools are allowed to use any player’s name or face to sell jerseys, tickets, and other things. However, the player that is being used see none of the money they make the school. This is unfair to the athlete because he or she is the one who works hard for the school that people pay to see. If a player who wears a certain number is a national or even local star and helps sell that certain number jersey, then they should be entitled to some sort of percentage they are making the school. It is unfair for them to not be able to make any money off of their talents, but a music student is allowed to make money off of theirs. Athletes spend all year working for their sport and making the school money, but they receive a scholarship. A scholarship is coming from the school so the school is not losing any money since it has to be spent there. If athletes are allowed to make money this eliminates the argument of the school only benefiting from athletes. Also, receiving more than a scholarship will keep schools out of punishment, and keep coaches and programs out of trouble. When athletes begin looking for ways to make money this usually ends up hurting the school, coaches, and the athletes. This hurts the schools because most of the time making the money they need is breaking NCAA rules. Almost each week there is some form of story of a school that breaks a NCAA rule because of an athlete receiving money or gifts. This has resulted in many programs forfeiting wins, losing scholarships, and/or being placed on some form of probation or suspension. The athletes usually are suspended or ruled ineligible, and the coaches have been fired. The Ohio State example I mentioned earlier resulted in them being placed on a two-year probation, and the school firing their coach. The coach helped develop that program into what it is today was fired for not reporting his players who were selling or trading their memorabilia. This school could still be known as a powerhouse with a legendary, national champion coach if the NCAA would allow players to receive money outside of their scholarships. Instead, the school is on probation, lost their great coach, and had to vacate all their wins from the seasons the players played. Hinton, 2011) This is not the only school that has lost a coach of great prestige because of athletes wanting a little more money. The debate of paying athletes should be over by now, and the athletes need to be paid. The NCAA is hurting the programs of many schools because of the fines, and punishments from athletes just trying to get a little more money than the get from a scholarship. It is time for the NCAA t o stop worrying about the amateurism of the sport, and allow athletes to make money. This will protect the integrity of the coaches, and the jobs they hold now. If the NCAA continues to place rules on an athlete who makes the schools money it will continue to lead to many more coaches to be fired, and athletes being punished. Schools make millions off of these 18-22 year olds, and the athletes put all the time in. The NCAA needs to find a way to pay these athletes so they can afford to be in school outside of their scholarships. The student-athlete should be paid because they work year round, many hours a day for a school that makes millions off of all sports. It is time that the athletes get what they deserve. How to cite College Athletes Deserved to Be Paid, Papers

Analysis of William Faulkners A Rose for Emily free essay sample

Analysis of William Faulkner’s â€Å"A Rose for Emily† In â€Å"A Rose for Emily†, William Faulkner uses symbolism, imagery, simile and tone. Faulkner uses these elements to lead his characters to an epiphany of letting go of out-dated traditions and customs. The resistance to change and loneliness are prominent themes within â€Å"A Rose for Emily†. Faulkner uses â€Å"A Rose for Emily† to caution his readers that things are not always what they appear to be. The tone of â€Å"A Rose for Miss Emily† could be described as one of complicity and guilt.Note how often Faulkner intrudes with the pronouns our and we, throughout the story, even in the first sentence: our whole town went to the funeral. (30). Guilt and complicity can be seen in the way Emily is treated while alive. Once part of a proud and wealthy Southern family, she is considered a fallen monument (Faulkner 30) when she dies. Mistreatment, in the form of negligence, â€Å"We did not even know she was sick† (Faulkner 34), eventually compounds their guilt after Emilys death. The pieces come together. She was lonely, needed help, not judgment and isolation.At the close of the story, Faulkner once again uses we to evoke the townsfolk’s universal guilt: For a long while we just stood there, looking down at the profound and fleshless grin. † (35). The tone of the story also reflects Miss Emily’s resistance to change. The resistance to change in â€Å"A Rose for Emily† is symbolized first by the state of the Grierson home. It stands unkempt among a neighborhood that has forged into the present. Faulkner uses imagery to symbolize both Miss Emily’s and the South’s decay through the Grierson house.The narrator says of the house: â€Å"It was a big, squarish frame house that had once been white, decorated with cupolas and spires and scrolled balconies in the heavily lightsome style of the seventies, set on what had once been our most select street. But garages and cotton gins had encroached and obliterated even the august names of that neighborhood; only Miss Emily’s house was left, lifting its stubborn and coquettish decay above the cotton wagons and the gasoline pumps – an eyesore among eyesores. † (Faulkner 30).Faulkner uses simile here: â€Å"She looked bloated, like a body long submerged in motionless water, and of that pallid hue. Her eyes, lost in the fatty ridges of her face, looked like two small pieces of coal pressed into a lump of dough†¦Ã¢â‚¬  (30). This imagery was used to ascertain Miss Emily as a washed up relic of some long ago time. This, in turn, symbolizes the way that she still clings to and tries to live a way of life which has long been surpassed by the ever changing forward march of time and more modern ways of thinking.Just as Miss Emily’s resistance to change is symbolized by the Grierson house so is Miss Emily’s loneliness. The Grierson house is so symbolic because it had once been a hub of activity with china painting lessons and guests. After the death of Emily’s father, the house was shut off from the rest of the world, very much like Miss Emily herself. The narrator tells us that â€Å"From that time on her front door remained closed, save for a period of six or seven years, when she was about forty, during which she gave lessons in china painting. (Faulkner 34). We can tell, and perhaps understand to some degree, that Miss Emily has a very real fear of being left alone. This is first revealed by her denial of her father’s death for several days. â€Å"She told them that her father was not dead. She did that for three days† (Faulkner 32) before she finally accepted the truth. The narrator shares with us her father’s interference in her love life when the narrator said â€Å"We remember all of the young men her father had driven away† (Faulkner 32).It was probably a combination of her father’s interference in her love life and her resistance to change that caused her to still be alone when she died. This is most likely the cause of her obvious mental breakdown that is evidenced by keeping Homer Barron’s body in her bed for decades after his death. She was so afraid of being left alone again, by a man that she loved, that she completely lost her mind and killed Homer Barron so that he could never leave her. The townspeople come to an epiphany by the end of â€Å"A Rose for Emily†.Faulkner uses imagery and tone to portray Miss Emily as a lonely old lady. This changes when the townspeople have found a dead body in the bed of Miss Emily’s upstairs bedroom. The narrator says â€Å"Then we noticed that in the second pillow was the indentation of a head† (Faulkner 35) and â€Å"We saw a long strand of iron-gray hair† (Faulkner 35). We know from earlier in the story that Miss Emily’s hair had turned iron-gray early on and stayed that way until her death.The townspeople go from feelings of sympathy for a lonely old lady stuck in a by-gone era to feelings of horror and disgust for a mentally-deranged old lady as they realize that she had been sleeping with the dead and decaying body of her sweetheart, Homer Barron, for decades. The narrator said previously that â€Å"Alive, Miss Emily had been a tradition, a duty, and a care; a sort of hereditary obligation upon the town† (Faulkner 30). The townspeople’s epiphany was that, like Miss Emily, they were holding onto something long after they should have been, just as Miss Emily had with her father and Homer Barron.When Tobe, Miss Emily’s black man-serva nt, â€Å"walked right through the house and out the back door and was never seen again† (Faulkner 35) at the same time as Miss Emily’s death, it symbolizes the passing of the old order of the South that Miss Emily herself symbolized. William Faulkner’s use of simile, symbolism, imagery and tone depicts the themes of resistance to change and loneliness that were Miss Emily’s life. The townspeople’s epiphany represents a realization that it is time to let go of out-dated traditions and customs that have something wrong with it; something rotten about it.