Saturday, July 11, 2020

College Essay Topics on Problem Solutions

College Essay Topics on Problem SolutionsMost college students dread writing an essay on problems solutions, the kind of topic they are used to writing about. What is needed is for the student to be able to find the proper solution to a given problem, or else he/she will lack confidence that he/she will come up with something worthy of the college entrance exam. That is where the second reason behind the writing of the essay topics on problem solutions comes in.Most students who have trouble writing necessary essays tend to avoid using such topics as a way to get through a test. If they do use these topics, they only resort to using them when the essay is so long that it cannot be solved. In such cases, they simply run out of ideas before they even reach the end of the essay.To make things worse, those who use essay topics like this also fail to realize that essay topics are not essay topics because it is easier to write the later rather than the first one. The problem is not with th e essay itself but with the students themselves, and they need to be made aware of this fact. This should be taught to the students even during the introduction to a college course.The real problem lies in how the students learn to write and choose the right words and phrases to express their thoughts. It is a common practice among students to fill their essays with too many words, and the level of it usually rises when the deadline for submission of the assignment approaches. The reason behind this is that the students tend to worry about the time and they neglect the fact that it is the actual content of the essay that matters most.All that matters is the content of the essay, and the type of problem solutions that a student can offer, especially if he/she decides to write an essay on problem solutions. Of course, you will be offered various topics on a subject you can write on, and there is no right or wrong choice that you need to make. However, if the topic of the essay is one that seems easy to solve, then the student needs to be able to offer a solution that satisfies the instructor.If the specific problem is fairly simple, a solution that makes use of some skills, tools, or even luck is sufficient. But if the problem is too complicated, then he/she should opt for something easier. Either way, he/she should be able to explain it in a manner that the instructor can easily understand. The key is to be able to make use of the necessary tools to solve the problem.The problem solutions that students need to be careful about are the ones that offer such a vague idea that the solution they provide is basically a cheating method. The solution should contain the barest of details of the steps needed to do a particular task and how to do it. If this information is not present, then it is obvious that the essay has been written under the guidance of a cheating service.So, the way to make sure that the problem solutions are fair is to ensure that the professor actu ally reads the essay before judging its content. A thorough rereading of the essay after submitting it can also help to judge the strength of the essay. With this, you should be able to come up with the right essay topics that are easy to write and won't cost too much.

Wednesday, June 24, 2020

The Critical Reader Conversation with Gerald Graff and Cathy Birkenstein

Photo credit: Tricia Koning Photography   For this interview, we are happy to present Gerald Graff and Cathy Birkenstein Graff, professors at the University of Illinois-Chicago. They are the authors of They Say/I Say: The Moves that Matter in Academic Writing, one of the most widely used college composition texts in the United States. In addition, their work has had an incalculable influence on both the original version of The Critical Reader and the AP Language and Composition edition of that book. We are enormously grateful for their participation in this series. Bio Gerald Graff, a Professor of English and Education at the University of Illinois at Chicago adn 2008 President of the Modern Language Association of America, has had a major impact on teachers through such books as Professing Literature: An Institutional History, Beyond the Culture Wars: How Teaching the Conflicts Can Revitalize American Education, and, most recently, Clueless in Academe: How Schooling Obscures the Life of the Mind. Cathy Birkenstein, who first developed the templates used in They Say/I Say: The Moves that Matter in Academic Writing, is a Lecturer in English at the University of Illinois at Chicago. She received her PhD in American literature and is currently working on a study of Booker T. Washington. Together Gerald and Cathy teach courses in composition and conduct campus workshops on writing. They live with their son, Aaron, in Chicago. How did you come to write They Say/I Say? Did it develop organically from your teaching over an extended period, or were there specific incidents that inspired you to write it? It was more of a slow process that developed over time in the 1990S as we compared our experiences as college teachers. What struck us most vividly at this time was our students’ widespread confusion over how to write an academic paper. To us, this confusion seemed largely unnecessary since, in our view, academic writing follows a rather conventional, elemental pattern that students could readily learn. As we thought about our own struggles with writing, and about what successful writers do, we came to believe that, despite its many moving parts, academic writing has one big constant: the move of entering a conversation, which is usually done by summarizing what other people have said or are saying about your subject and then using that summary to launch your own view, whether to agree, disagree, or some combination of both. Somehow, we concluded, this rather simple, obvious, and time-tested formula was not getting through to our students, and this became the germ of the textbook. Our mission, as we saw it, would be to cut through the clutter of complicated writing advice that was overwhelming our students and say, in effect, Look, we know academic writing is hard and requires a lot of work, but much of the misery and confusion will lift if you do a couple of simple things: start by summarizing something someone else has said, often in your assigned reading, and then play off that summary to say what you think.† Another thing we realized, however, was that merely highlighting these simple steps for students wasn’t enough. Few students, we discovered, knew how to summarize and respond to others in their writing—in large part because they lacked the language for doing so that Gerald, in his book Clueless in Academe, calls â€Å"Arguespeak.† Because most students don’t read widely or aspire to be a George Orwell or a Susan Sontag, few have internalized this language’s patterns and conventions. As a result, we started looking around for some sort of explicit â€Å"how to† component to incorporate into our textbook that would give students this Arguespeak directly. A major breakthrough came when we hit upon our templates, which would walk student writers through the steps of entering a conversation: Although it is often said ________________, I argue ________________. X argues __________. I agree and would add that _________. One added benefit of these templates, we discovered, is that, besides helping students write, they help students read more effectively, as you point out in your SAT books. In your experience, what are the biggest challenges for students making the transition from high school to college writing? And, conversely, what are the biggest challenges involved in teaching freshman composition? By far the biggest challenge in teaching freshman comp is not what happens in our own classrooms, but the lack of consistency in writing instruction between all their courses, including ours. As you can tell from our answer to your first question, the two of us teach a conversational, argument-based approach to writing, but we know that it often competes with the many different approaches taken by our colleagues—both in colleges and schools. At any grade level, no matter what you tell your students about writing, it’s very likely that the other teachers they encounter will unknowingly undercut or contradict it, just as you in turn will undercut or contradict what those other teachers say. As a result, as we argue in a book we’re currently writing (Curriculum of the Absurd), students get wildly mixed messages about writing as they go from course to course. While some teachers insist that students Never use I, others explain that it’s fine to use I. While so me treat good grammar and mechanics as the most important feature of academic writing, others insist that they are a trivial matter or even a hegemonic tool of Western orthodoxy. While many instructors treat academic writing and argumentation as synonymous, others insist that argument is only one type of academic writing among many, or that it is unnecessarily combative. Even those instructors who do teach argument tend to offer so many competing models of argument that students can see little if any common ground between them. The real challenge for teaching, then, is not the difference between the high school and college levels, as your question implies—but the differences between courses within each level. Throughout the American educational system, students can’t assume that what they learn from one teacher will be honored—or even known about—by the next. As a result, instead of getting consistent writing instruction that builds cumulatively over time, students have to start over again from scratch with each new teacher they encounter. And it’s hard to learn something when you’re always having to unlearn it. Prof Graff: In your essay â€Å"Hidden Intellectualism,† you describe your introduction to academia via sports debates, pointing out that schools often neglect to emphasize that academic writing revolves around arguments. What methods have you (both) found most effective for helping students get out of their writing comfort zones (e.g., the five-paragraph essay) and begin to see themselves as participants in a conversation? You’ve identified another key goal of ours: to get writers to move from monological, one-voiced models of writing like the five paragraph theme to a multi-voiced model, where they engage with alternate and especially opposing perspectives in ways that force them outside their comfort zones. In the former model, writers make claims like â€Å"X is ________† or â€Å"There are many ________,† without referring to any alternate view that motivates them to make such claims. Even when the claim is backed up with lots of evidence and data, as the five paragraph-theme requires, readers are left to wonder why the writer thinks the claim needs to be made in the first place. So we’ve developed some methods to help students actually write these challenging alternate perspectives into their writing. One such method involves giving students templates like the ones above that guide them through the steps of summarizing others’ views and answering them. Another involves asking students questions like, â€Å"What’s your ‘they say’?, â€Å"Who would dispute what you’re arguing?,† or What’s your as-opposed-to-what?,† questions that compel students to think contrastively, in terms of engaging opposing views, as real-world writers do. And finally, a third method we’ve developed to point students in this dialogical direction involves pointing out most of their everyday communication is already dialogical, though they may not realize it. Even though the counter-claims students address in their academic writing often propel them into new and unexpected territory, the conversational patterns themselves of listening, summarizing, and responding to such counter-claims are ones they’ve been using their entire lives in everyday conversations about such familiar topics as popular culture and sports. Unfortunately, students rarely see that these familiar patterns are needed in academic writing because of the inconsistent, often monological way academic writing is taught. Our remedy? To convince a critical mass of faculty across the American curriculum to adopt a dialogical, argumentative model. Over the past couple of decades, the amount of standardized testing in K-12 has skyrocketed. Do you think that this shift is having an effect on entering college students’ writing abilities and/or the way they approach the writing process? The biggest problem we see with current standardized tests is that, instead of actually standardizing American education—that is, creating the consistency that the term â€Å"standardized† implies—they simply add more mixed messages to the already overwhelming glut of advice students receive. So, yes, we do think standardized tests are affecting K-12 students, and not in a positive way. The overwhelming number of such tests and the inconsistencies among them, we believe, simply fuel the mixed message curriculum that we’ve been complaining about above. This does not mean, however, that we’re against standardized tests per se, and we happen to be biased toward the Collegiate Learning Assessment, which emphasizes argumentation with other views and thus seems more tied than other models to college readiness skills. Until a conversational approach like the CLA becomes the norm in testing, students and faculties will continue getting pushed in so many dif ferent directions that learning, as we’ve said, is undermined. What do you think high schools could do to prepare students more effectively for college-level writing? And what can students themselves do to prepare? As should be obvious from our previous answers, we think students can prepare themselves for college by learning to argue dialogically, particularly in their writing. But what individual students can do figures to be limited, at least until a consensus emerges among faculty that rewards this type of argument. College readiness, in effect, needs ultimately to be tackled not just by students working alone as individuals, but by faculty at all levels working collectively, especially starting in the colleges. But why starting in the colleges? Let us back up and explain. The schools, for far too long, have unfortunately been singled out for blame for their students not being prepared for college. But we think that the colleges are centrally to blame since, as the training-ground for K-12 educators and test-makers, the colleges have left the entire K-12 sector in the dark about what â€Å"college readiness† involves. Instead of collectively clarifying what they expect in student writing, higher education has left it up to the whims of individual instructors working in the isolation of their private classrooms. The result is mixed messages in the colleges that trickle down to the schools. Individual students, then, can only go so far in preparing themselves for the writing challenges of college. And much the same can be said about K-12 educators and testing agencies working in isolation. Until a critical mass of educators at all levels, but starting in the colleges, comes to embrace a dialogical, argumentative model of writing, we’re likely to continue seeing students who, like the ones we described in our opening answer, show up in our college classes confused about this ever-important skill.

Wednesday, May 20, 2020

Crime Essay - 1162 Words

CANTORIS When I was in my mid teens a cousin and I occasionally walked into Doc Craters drugstore on West Main Street to buy balsa wood gliders and cigars. The gliders were flown in Bollingers field. I dont recall where we smoked the cigars, though it wasnt around adults. In my later teens and early twenties Id go into Doc Carters with a beer drinking buddy to buy all the latest comic books before hitting Crouses shop on the Square for the comics Doc didnt carry. By the time I got serious about not trying to preserve my brain in alcohol (for posterity, of course) I was vaguely aware that something had gone wrong in this burg. Those two shops had closed and new people were opening new businesses of no interest to me, or most other†¦show more content†¦(This is a concept I can understand. Ive seen lots of drunks and pharmaceutical addicts do the same thing.) Cool, though I remained skeptical in the extreme. Then Cantori opens a magic themed shop in Docs old store and kicks my skepticis m almost as hard as Tattoo Don, Pillar of the Community had kicked my negative perspective. (While my perspective whimpers by the curb, it in no way has failed to influence my daily thinking.) Seriously? A magic theater and used book store in Emmitsburg? The books might be of interest to me, but magic shows? Meh. Television magicians were boring during my childhood. (Who cared if they could make an elephant disappear on TV. Anything could be done by editing and camera switching before computer generated imaging became all the rage.) I was prepared to be unimpressed by a stage magician. And then I wasnt. Cantoris slight of hand frustrates me no end. One might think a simple, one-handed card trick could be figured out by a semi-functioning monkey-man, but nooo. After being shown how the trick is pulled off Im left more frustrated than I was before! Now Im contemplating the dexterity, the devotion to practice, the desire to master such a simple trick. Im left mentally exhausted and fumble fingered grumpier than I was before meeting the illusionist! Fortunately, Cantori enjoys explaining the history ofShow MoreRelatedParents Are Responsible for Their Childrens Crimes Essay1447 Words   |  6 Pagesquestion and just choose the keywords. As well as reading a wide range of materials to get different opinions and aspects of the issue. 3. Provide the APA 6th reference list entry for 2 of the sources you have found and intend to use for your essay. Coconi A. (n.d.). Should parents Be Held Responsible for a Teenager’s Actions. GlobalPost. Retrieved PanahI, R. (2013). When kidsRead Morecrime essay982 Words   |  4 PagesCourts, Probation, Prisons and Youth Justice. â€Å"Criminal Justice is about societies formal response to crime and is defined more specifically in terms of a series of decisions and actions taken by a number of agencies in response to a specific crime or criminal or crime in general† (Davies et al., 2010:8). The aims of the criminal justice are protect the public by deterring and preventing crime, they help to rehabilitate offenders and incapacitate them when necessary. Their main aim is to upholdRead More Crime Essay1136 Words   |  5 PagesCrime Crime happens all over the world every second of every day. Thus making numerous amounts of victims. Crime victims are all around us even though we may not know it or think about it. According to the crime clock every twenty-five point three seconds a motor vehicle theft occurs. 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In this process of research, criminologists and academics have used numerous theories in attempts to explain how and why people resort to crime (Ellis, Beaver, Wright, 2009). The purpose of this paper is to examine a case study first with the use of strain theories (ST)Read MoreThe Causes of Crime. What are the causes of crime essay1421 Words   |  6 Pagesthat has no evident cure - crime. Before one can even try to find solutions for it, one must understand what a crime is and the nature of crime. Crime itself is defined as any offence harmful against society. The nature of crime however deals with the motives and causes of crime, which has no one clear cut explanation. There are several different theories on the cause of crime such as heredity, gender and mental defects, but each one is not substantial enough to explain crime and why it takes place.Read MoreBroken Window Crime Essay795 Wo rds   |  4 PagesCrime is something that has occurred over the decades and impacts both the victim and the wider community. It is described as behaviour that breaks the formal laws of a given society (Kirby, 2000) and is more punishable than deviance. The nature and frequency of crime depends on the neighbourhood in which it takes place and will impact on the concerns people have regarding the safety of their environment. When crime reaches a peak then ideas are put forward in a bid to reduce soaring levels, these

Monday, May 18, 2020

Teenage Driving and Accidents - 1461 Words

â€Å"Everywhere is walking distance if you have the time,† said by Steven Wright. Teenagers look forward to their sixteenth birthday so they are able to drive. Everyone has felt that feeling where they can hardly wait to get behind the wheel and start driving. Little do people know teen drivers are more likely to die from a car accident than from a homicide, suicide, or cancer combined (Littlefield). They are mostly inexperienced with the road and how to handle distractions. If the age were moved to eighteen teenagers would have more driving experience (Sostarecz). Teenage drivers are extremely eager to drive because of freedom, but they are not aware of the distractions and peer pressure on the road; their experience of driving is not as well†¦show more content†¦The main distraction in a car is the cell phone; 11% of teenage drivers in fatal crashes were distracted and 21% were distracted by the cell phone (Rocky). Teenagers will mainly use cell phones to keep in c ontact with friends when they drive (Sostarecz). Other near crashed victims say it was the cause of texting, eating, or not paying attention to the road (Littlefield). Some teenagers are not aware of the road signs and are not able to identify things that more experienced drivers can. Teenagers do not look around to see their surroundings causing car accidents (Emmer). If the driver is not aware of his or her surroundings all people in the vicinity are at risk of getting injured. Another example of distractions and peer-pressure is intoxication. An example of this is when a teenage girl did not look around her and hit someone on their motorcycle causing them to go into a coma (Emmer). They were able to blood test the girl and saw that she had been intoxicated by marijuana. This may not have been peer-pressure, but it was a foolish decision made by an inexperienced teenager. Alcohol is a main problem with teenage driving. 32% of teenagers who were killed in 2011 consumed alcohol and 26% were alcohol impaired (Rocky). Alcohol will impair the mind causing people to not make good decisions and they lack reaction timing. In 2003 a study showed 30% of teenagers said that they had recently driven in a car with a driver who was alcohol-impaired (Cefrey). Not only isShow MoreRelated Empty Shoes: The Realization of Teenage Driving Accidents Essay2196 Words   |  9 Pages On the other end, a voice tells him of an accident involving his daughter, Hailey. He and his wife jump out of bed and rush to the scene. Once they arrive, the officer tells them the news. A week later a funeral is held in remembrance of a precocious 16-year-old who was taken too soon. Months pass but the pain still lingers in Kevin’s heart. He decides to speak out at Hailey’s high school and inform the students of the dangers of teenage driving. When he is done speaking, a teacher comesRead MoreEssay about Causes of Car Accidents683 Words   |  3 PagesCauses of car accidents Car accidents can happen to drivers anytime, anywhere. According to the National Safety Council, which stated that more than 2.5 million collisions back every year, making it the most common type of car accidents, it is also known that the accident rear end as incidents of injury, because the nature of the collision leads often in whiplash injury the driver in the car in front and about 20% of people who participated in a rear collision injury symptoms of this kind. Read MoreShould Driving Restrictions And Guidelines Be Stricter?1388 Words   |  6 Pagesshould driving restrictions and guidelines be stricter? Supporters argue that stricter driving laws should be put in place because teens tend to not only be inexperienced, but also irresponsible and prone to distractions. However, critics argue that making stricter guidelines would only make matters worse. They argue that teens gain freedom and responsibility when they obtain a driver’s license. With evidence providing proof that teen drivers have the highest rate of automobile accidents comparedRead MoreMandatory Driving Laws And Legislation For Teenagers1740 Words   |  7 Pagesday from motor vehicle related injuries† (Teenage 1). Teenage driving has become an increasingly controversial topic over the past ten years. Many adults and politicians are fighting for tougher driving laws and legislation for teenagers. While soon-to-be teenage drivers, along with current teenage drivers and busy parents argue that things are fine just the way they are. But, when the leading cause of death among teenagers in the nation is traffic accidents, things cannot be considered â€Å"fine†. ItRead MoreEssay on Teenage Drivers are an Accident Waiting to Happen578 Words   |  3 Pages Teenage drivers are an accident waiting to happen. They display only characteristics of being immature, having carelessness, and displaying irresponsibility. Teenage car accidents are the leading cause of death among all te ens. This fact is surprising since you always hear about teen drug overdoses and teen suicides, but never teenage driving fatalities. A proposal to raise the use legal age of driving to 21 will save many lives, save money, and benefit the community as a whole. Many people don’tRead MoreAllstate Ad Essay1035 Words   |  5 Pagesâ€Å"mayhem.† Allstate is notorious for their commercials showing accidents involving multiple vehicles, but with this new series of commercials they choose a fresh approach. Although he’s dressed like a man, and sports a bandage over his black eye, Dean Winters portrays a â€Å"typical teenage girl† as he drives through a mall parking lot and receives a text from his â€Å"best friend forever† that leaves him â€Å"emotionally compromised.† Winters, driving a pink car, hits another parked car in the parking lot and thenRead MoreEssay on Increasing the Minimum Driving Age877 Words   |  4 Pageshe ran off the road, over-corrected, and lost control of his vehicle. The accident claimed both their lives. Numerous car accidents involve young teenage drivers. Raising the minimum driving age to 16 would greatly reduce the number of automobile accidents involving teen drivers because they lack experience on the road, they lack maturity, and they would have less accidents resulting in safer roads. Just like the teenage boy that died in the wreck, most young teen drivers think they are invincibleRead MoreResearch Paper Drinking Age1565 Words   |  7 Pagesmuch debate on whether the drinking age in the United States should be lowered from twenty-one to eighteen. People in favor of keeping the drinking age at twenty-one believe that there will be less alcohol related injuries and deaths from vehicle accidents, as well less alcohol abuse among teens due to binge drinking. On the other side, people in favor of lowering the drinking age believe that since turning eighteen is considered an adult one should entail the rights and responsibilities. The debateRead MorePersuasive Essay On Careless Driving981 Words   |  4 PagesCareless Driving As I was on my way to work I didn’t think of the consequences or what would happen when I looked down to grab cologne driving 35 mph. As reacted to put the clutch in neutral and slam on the break’s it was already too late for I had already hit the back of the truck in front of me. The next thing I saw was the air bag hitting me in the face not knowing it had already deployed because of how fast it came out. As I was sitting there, in my car thinking of what I had done the firstRead MoreTexting and Driving Accidents1401 Words   |  6 Pages Texting and Driving (Taylor) just loved everybody and was an amazing friend, said Shauna Sauer, mother of a teen killed in a texting and driving accident. She wanted to take on the world, and she would have. Taylor was killed going 80 plus miles an hour on I-84 when she hit a tank truck that was rounding the corner at 15 mph in the opposite lane. I think she was probably (texting) to stay awake, she was probably tired, said Clay Sauer, Taylor’s father. Texting and driving ruined this young

Wednesday, May 6, 2020

My Best Friend At The Time - 890 Words

I entered an empty classroom at the beginning of my seventh hour chemistry class to find a plain white binder sitting on the front desk. Given that no one had yet entered the class I knew that it had to belong to the teacher, and at that moment I heard a faint whisper â€Å"closer closer† from its direction. So I walk toward it seeing the bland fluorescent light beaming on that binder; as I tower over it I realize the opportunity I was presented with. This binder was the key, my key to and A in that god-awful impossibly difficult chemistry class, however, if I squandered the opportunity I wouldn’t get another chance. Being the logical, well-adjusted teenager I am I grabbed my phone and proceeded to take pictures of every page I could before the teacher returned. As she walked in I sat triumphantly at my desk relieved that finally I would be able to obtain that highly coveted A that was always just a percentage or two out of reach. My best friend at the time, Trevor Fr anco, was also in the same chemistry class, so i did what any good friend would, and informed him of our newfound fortune. Later, in that class period the teacher dismissed us to work in small groups on a worksheet packet she assigned. It didn’t take long for me to get some ROI from those pictures of the answer keys, however, while I copied answers on to my worksheet some of my peers felt compelled to inform the teacher of my actions during her absence. Evidently a few of the other kids in the class had seenShow MoreRelatedMy Best Friend At The Time Worked At Mcdonalds1047 Words   |  5 Pagesgot my first job when I was seventeen years old. Living in a small town, there were only three job options for teenagers. We had a McDonalds, a Waffle House, and an Ingles supermarket. My best friend at the time worked at McDonalds, so my choice was obvious. I thought it was going to be great. I got to work with my friend every day, I got weekends off, and I did not have any bills to pay, so the extra money was a plus. Once I actually started working, my opinion changed very quickly. My friend gotRead MoreThe Harmful Nature of Drugs Essay1047 Words   |  5 Pagesreasoning for my stern opinion that unhealthy drug use is overall problematic, is due to the experience of losing my best friend from drug abuse. During high school I had a best friend who I have been inseparable with since kindergarten. We were inseparable until my best friend began the use of Marijuana. Myself having no knowledge of this new drug, my friend informed and convinced me it was harmless and a non-toxin herb. At first his use for marijuana was only occasional, but as time passed his useRead MoreDescription Of The And Yahooing We Race Home For Summer Vacation754 Words   |  4 Pagesthe sandbox from early morning till dark. Yet, the time with Christine is the best; we are inseparable. Living at the other end of our block, across the street in a little white house, she is part of the neighborhood antics but our favorite pastime is cutting out paper dolls. Feeling like grown up six-year-olds, we walk the three blocks to my Great Uncle Lyle’s stationary store where we drool over the variety of paper doll sets. From time to time he awards me a set, but I remember one day when heRead MoreLosing A Friend : M y Best Friend In My Life1284 Words   |  6 PagesAccording to a friend is defined as, â€Å"a person attached to another by feelings of affection or personal regard.† Losing a friend is one of the hardest things to live through. Losing a best friend is even worse. When I was 10 years old I watched my best friend slip away like leaves in the wind. Trying to prevent it was like grabbing blindly at the leaves when the wind keeps getting faster and faster around you. 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As someone who has experienced an epiphany before, my most known epiphany was when I realized that friends can be fantastic or down-right awful role models. Obviously, most people automatically assume that a new friend will be perfect and fun to be around. However, one must remember to always figure out a person’s true colors before sharing personal life details with themRead MoreBeing My Own Best Friend894 Words   |  4 PagesBeing my own best friend would help me reflect on my decisions and thought processes as an objective observer. As any best friend would do, I would try to give myself advice, try and help myself be a better individual. If I were my own best friend, I would advise myself to stop being such a perfectionist in everything. I overthink things way too often: If I hang out with my friend after school today, would I have enough time to finish my homework? 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Creating an Addiction free essay sample

The scorching August sun beat down on the sidewalk as I held my fathers hand tightly, afraid to let it go. We had just gotten off the T and the sweat was already pouring down our foreheads. Everyone around us was in a mad rush, all going to their own destinations and not acknowledging anyone else’s presence. People moved in every direction, faceless in a sea of gray and black suits. My father and I were sore thumbs in the mix; my brand new bright red jersey that had my favorite players name on the back, Nomar Garciapara, and his red hat made us the typical tourists to the area. I was overwhelmed with curiosity; the city was a place we did not venture often. My father weaved us through the crowd until I slowly noticed more of an abundance of people also sporting the color red. We had been walking for an innumerable amount of time to a child my age. We will write a custom essay sample on Creating an Addiction or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page My hand was so wet that it was almost impossible to hold onto his any longer. Between the sunscreen that had recently been lathered all over me by my dad at the T station and the sweat from the summer heat, his hand kept slipping from mine. I tried to look ahead up the street, but all I saw were people. People were everywhere. I jumped into the air to see over their heads, but my nine-year-old frame would not take me up that high. Finally I saw it for the first time in person. My father had talked about it many times before, the Green Monster was up ahead, looking like an oasis in the middle of a desert, the green walls stuck out next to the glass skyscrapers and brick buildings. It was just like my father and I were a few blocks before, a sore thumb in the bland city. My dad pointed up ahead and yelled in my ear that we had finally made it. I felt uncomfortable and hurried in the city; we were packed into lines and shoved through metal detectors. My father had to remove his belt and the money clip in his pocket before we were allowed to advance towards the Green Monster. The sun was getting close to setting and I could feel a late summer breeze blowing my braids off of my sticky back when my dad finally made it past security. I looked up ahead and saw a huge banner over the street called Yawkey Way. The Green Monster was on our left, and on our right were brick buildings with red and blue awning. People walked down the middle of the street and no cars could drive through. Vendors were cooking sausage and selling beer, the smells filled the air as the smoke from the grills went up into the sky. I had to keep holding onto my dad’s hand because now everyone looked exactly like we did. A band played music outside a storefront and a man in stilts in a baseball uniform was playing catch with another kid in a red jerse y. My father and I entered a souvenir store and I stood overwhelmed at the thousands of tee shirts I had to choose from. I only knew Nomar Garciapara, and I chose shirt with his name on the back, to match the jersey I was wearing. The moment I decided what I wanted as a token to remember this trip, my father whipped it out of my hands and paid for it in a hurry. I had taken too much time deciding. He grabbed my arm and we hurried to Gate D, our entrance to the ballpark, inside the walls of the Green Monster. He did not want to miss the Red Sox take batting practice before the game. As we walked down into Gate D, we passed more food vendors and my father began to ramble about previous times he had been here. He asked me if I wanted a â€Å"Fenway Frank†, and out of fear, I politely declined the option of a boiled hotdog and instead got a candy apple. As my dad rushed down the walkway under the grandstand like he owned the entire ballpark, I saw signs that had the same numbers that were on my ticket I held firmly in my free hand, with my candy apple and my tee shirt, everything sticky as the caramel melted all over my hand and arm. My dad held my other hand tightly and we were practically running at this point, and as we rounded a corner with a large sign over it saying â€Å"Field Box 14-21† in large red letters. My dad then paused and looked down at me. He bent over so we were at the same height, in the middle of path. He looked at me and told me this was his favorite part of Fenway Park, and even at the age of nine, I could see the importance of this moment in his eyes, and I could hear it in his voice. He was about to share his passion with his only child. It was then that he grabbed my hand again and we walked up the ramp and soon I could see light flooding the exit of the walkway. I squinted as my dad pulled me up over his head and I sat on his shoulders. He was smiling ear to ear, and before I knew it I was staring at the Green Monster from the other side. We had made it into Fenway Park. My dad stopped for a moment and stared out at the crisp green field and the thousands of red and blue seats. Even I was dumbfounded at what I was looking at. The Green Monster towered above us and the stadium lights blinded us even though it was still sunny out. Baseball players were stretching and passing the ball to one another. I looked frantically for Nomar, but I could not find him. In person they all look the same. As people were walking around us to get to their seats, my dad then began to walk again to get to ours. He kept me up on his shoulders until we reached Field Box 21, and then he lowered me to the ground and lead me down stairs until we were headed into a crowd of people standing in front of the Red Sox Dugout. He then politely asked people to move and told them they were our seats. I never thought we would be sitting this close! I followed my dad into the third row and picked my favorite number, 2, over 3, which were our two seats in the row. I unfolded the red wooden chair and stood on top of it and watched the many other fans that were not supposed to be there yell to players for autographs. I could not find Nomar, but suddenly my dad picked me up and threw me on top of the dugout. Standing in front of me was a huge man in a red sox uniform. My dad yelled in my ear to hand him my ticket and a pen, so I did. The man was very nice, he asked me my name and he signed his name on my ticket, handed it back, and continued to batting practice. My dad was elated as he took the ticket out of my hand and looked at the signature. I had no idea who the man was, but I thought he must have been important if he was so excited about it. He told me that he was the catcher, Jason Varitek. I didn’t really care then however, I was still scanning the field for Nomar. People were slowly retreating away from the dugout to their real seats, and my dad and I sat down. We were at eye level with the field. The sun was behind us and was slowly dipping lower and lower behind the park. My dad took out a wipe that my mother had packed for us and he scrubbed my caramel apple hands with it. It was then that I saw him. All of the players ran out onto the field right in front of my eyes. I was captivated. There was Nomar Garciapara directly in front of me. They all had their backs to us as the National Anthem was sung. I could not believe I was actually seeing him in person. That was the first time I cried at Fenway Park. My eyes swelled and tears ran down my face, however my father did not notice. He was too busy watching the players take the field, watching the sea of red and navy blue people cheer and listening to the announcers welcome us to Fenway Park. My dad did not know that day he created a monster. He had just poisoned his only daughter with an addi ction to the Boston Red Sox.

Every Click You Take They’ll Be Watching You †

Question: Discuss about the Every Click You Take Theyll Be Watching You. Answer: This article talks about an advanced technological tool that is inbuilt in iPhones so that it can help out the law to find out any type of criminal activities (The Sydney Morning Herald, 2017). The inbuilt technology of iPhones has the ability to retain the information even after it has been removed by the user. According to the forensic research team, most of the iPhone users have no idea about completely removing all the information. Jonathan Zdziarski is a well known former hacker. He had written a book named iPhone Forensics. The law agencies had asked him to train and teach them about the information storage as well as the retrieval of information from iPhone. This phone has an automatic capability of capturing images when the user switches from one application to another. The Urbanspoon application helps to find out restaurants in the city. The iPhone has the ability to store everything that is typed and stored for autocorrect purpose. A person with great expertise knowledge will be able to find out what the user has messaged to several months ago even if the original message and email has been deleted. The in-built mapping or tracking application will keep track of every move of the iPhone users by taking screenshots of the activity and storing in the device (The Sydney Morning Herald, 2017). The photos that are present in the phone are tagged that identify specific information regarding the place and time. Other information stored in the system is the browser history and the other details. This essay analyses the article in terms of the four main classical theories of ethics. The theories that are used in this essay in order to find out whether this act is ethical or not are the Utilitarianism theory, Virtue Ethics, Deontology theory as well as the Contract theory. The Utilitarianism theory focuses on the utility of huge number of people. Utility here refers to the pleasure of the people is not related to the usage (Arntzenius, 2014). This theory is based on consequences of an act or policy. If any act or policy produces happiness among maximum number of people then it is said that the act that is performed or the policy that is implemented is ethical in nature (Broad, 2014). In this article it is seen that iPhone has the ability to store data even after the users delete it. It is used for detecting any crime and identifying criminal activities. The users who are not involved in any criminal activities can feel that they do not have enough privacy. Privacy is a human right. A hacker can track any targeted user at any time. From the perspective of the users this act does not spread happiness and therefore it cannot be considered to be ethical. From the perspective of the police this act is ethical because it helps to keep the society happy by id entifying criminals and reducing the rate of criminal activities. Utilitarianism theory will support the tracking ability of iPhone as it will reduce crime and keep the society happy. Deontological ethics is based on obeying rules and carrying out duties in an ethical manner (Lazar, 2017). It focuses on justice. This justification will pay attention to the entity that is being surveyed. The inbuilt technology of the iPhone is said to store details of the activities of the users. In the given article it is said that the police can use this technology to arrest criminals ((Ross, 2013). Here the entity is the criminal and he or she deserves to be monitored. Therefore this activity will protect the society and will punish the criminals. Deontological theory will accept the concept of tracking individual record for the purpose of identifying criminals and arresting them for the welfare of the society. Virtue ethics focuses on the character and the moral values of an individual person (At hanassoulis, 2013). Every person has a certain character based on development and training that has been provided to them in their entire life. This inbuilt technology in iPhone will make the users conscious before committing any kind of criminal activity (Van Hooft, 2014). If a person is being constantly monitored then he or she tends to behave in a proper and ethical way. This will develop the ethical sense and the moral values of a person. Therefore from the perspective of Virtue Ethics, this act is ethically correct. Contract theory states that the presence of a contract will promote ethical acts. The contract acts as a promise (Fried, 2015). The person will feel obligated to perform activities in an ethical manner. In this case if an iPhone user wants to commit a crime then he or she will hesitate (K?szegi, 2014). The users will feel obligated to perform morally correct activities. Therefore, the contract theory suggests that this technology of tracking the records act as a con tract and it is ethically permissible. This essay concludes that the inbuilt technology of iPhone will promote ethical activities because the criminals will become aware of the technology and hesitate to commit any crime. This essay has taken four theories of ethics into account and judges the article. The Utilitarianism theory supported this technology because it promotes the happiness of the society by indentifying the criminals and punishing them. The Virtue Ethics and Social Contract theory also said that it is an ethical act because it promotes ethical behavior among the users. The Deontology theory said that the inbuilt application that records the data of the users helps to monitor the criminal activities and therefore it is ethical. The inbuilt application that records the data can be only retrieved by the forensic department and police in order to find out whether the user has committed any crime or not. Therefore, it is ethically permissible. References Arntzenius, F. (2014). Utilitarianism, decision theory and eternity.Philosophical Perspectives,28(1), 31-58. Athanassoulis, N. (2013).Virtue ethics. AC Black. Broad, C. D. (2014).Five types of ethical theory(Vol. 2). Routledge. Fried, C. (2015).Contract as promise: A theory of contractual obligation. Oxford University Press, USA. K?szegi, B. (2014). Behavioral contract theory.Journal of Economic Literature,52(4), 1075-1118. Lazar, S. (2017). Deontological Decision Theory and Agent-Centered Options.Ethics,127(3), 579-609. Ross, D. (2013).Foundations of ethics. Read Books Ltd. The Sydney Morning Herald. (2017).Every click you take, they'll be watching you. Retrieved 19 September 2017, from Van Hooft, S. (2014).Understanding virtue ethics. Routledge. Vaughn, L. (2015).Doing ethics: Moral reasoning and contemporary issues. WW Norton Company. ed of any crime then the police along with the Apple Inc will be able to retrieve the data.