Gender And Sexuality High School Essay - 1618 Words

C.J. Pascoe’s presentation of gender issues in high school is centered on her account of her research on River High School. The book presents the high school as a statistically average and culturally normal typical American high school. On this basis, Pascoe uses the account and its analysis to make general claims about gender and sexuality issues in American high schools. Though there comes the question of how typical River High School is terms of gender norms. Comparing the accounts of the school with my own understanding of high schools, and an analysis of these matters, I find reasons for how River High can be considered in some senses typical and in other senses atypical. While there are some ways River High can be considered a typical American high school, there are relevant ways in which it may differ. It is portrayed as a school in a moderate to semi-conservative largely middle class California town, with a racial makeup roughly proportional to state averages. In this sense, it can differ from many schools which in some way differ. The schools across the nation have wide variances income, class, racial, and cultural compositions of their students, and may end up differing in certain aspects from a calculated average. River High can be effected by regional cultural differences, from its social-geographic position in the country. It can also be effected by traits which are unique to their individual school. Though the most striking difference is the size of itsShow MoreRelatedHigh School : Gender And Gender Identity1681 Words   |  7 PagesHigh school is a challenging thing to deal with especially if sexuality and gender identity are in the process. Students who are male or female are exploring in a smart and insightful ways. During C.J. Pascoe’s eighteen months of observation in a racially assorted high school, â€Å"Dude, You re a Fag† shows new light on masculinity both as a field of meaning and as a set of social practices. C. J. Pascoe s unusual approach questions masculinity as not only a gender process but also a sexual one. SheRead MoreReflection About Sexuality1084 Words   |  5 Pages Talking about sexuality is always an fascinating subject for me. It’s interesting not only because it is unique for each individual, but also because I always hope that the more I learn, the more I will be able to understand my own sexuality. I enjoyed being able to confe ss to the class that my sexuality seems to change with the seasons. To be specific, when I was in the seventh grade, one of my closest friends came out to me as bisexual. I had never encountered anything other than heterosexualityRead MoreSexuality From Elementary School Essay1318 Words   |  6 Pages1.) Institutionalized heterosexuality- â€Å"Beginning in elementary school, students participate in a â€Å"heterosexualizing process† in which children present themselves as â€Å"normal† girls or boys through discourses of heterosexuality. Schools that convey and regulate sexual meanings are often organized in ways that are heteronormative and homophobic. The ordering of sexuality from elementary school through high school is inseparable from the institutional ordering of gendered identities. The heterosexualizingRead More`` Dude You re A Fag : Masculinity And Sexuality Essay1536 Words   |  7 PagesC.J. Pascoe’s book, Dude You’re A Fag: Masculinity and Sexuality in High School, examines masculinity and its connection with sexuality through an eighteen-month study at River High School. The goal of Pascoe’s study is to explain how teenagers, teachers, and schooling construct adolescent masculinity through idioms of sexuality. In addition, the book investigates the relationships between gender and sexuality as it relates to a major social institution. Throughout the book she asks how heteronormitiveRead MoreGender And Sexuality : Article On Sexualised Insult Fag By American Teenage Boys1626 Words   |  7 PagesBoth terms ‘gender’ and ‘sexuality’ are very common, broad and the meaning of it differs from person to person. Eugenically the term ‘gender’ is defined to have socially composed roles, activities, behaviours, and peculiarity that a given society considers right for men and women (WHO, 2015). Whereas the term ‘sexuality’ has various meanings, it is described as feeling or having attraction or having sexual thoughts and prefere nces towards same sex or opposite sex (reachout.com, 2015). This essayRead MoreThe, You re A Fag : Masculinity And Sexuality1399 Words   |  6 PagesMasculinity and Sexuality in High School targets high school as being the important location where the term masculinity is asserted, defended and defined by the students who roam the halls of River High. High school is a difficult time for anyone, especially when we bring up the ideals of sexuality and gender identity, all topics which are explored in this ethnography. Pascoe spent around eighteen months of fieldwork in the racially diverse working middle-class River High School. Dude You’re ARead MoreSexuality And Its Impact On Our Values And Experience Taught By Alfred C. Kinsey1649 Words   |  7 Pages Every day in our lives we make conscious decision regarding our very own sexuality. Based upon our values and experience taught they are some of the determination factors that lead us to decide who we are attracted to in terms of gender. In today’s world there is variability in sexuality that has allowed people to accept it as a moral behavior. Yet they are people of religious faith who see sexuality on a whole another scale that is based on the ideas of heteronormativity and the rejection ofRead MoreA Brief Note On The And Lesbian And Gay Pride Week At An Elementary Classroom Essay1171 Words   |  5 PagesHow many students can explain the difference between a person who identifies as gender fluid and someone who identifies as cisgender or transgender? How many of those same students have used homosexual adjectives, such as gay, to offend a heterosexual or humiliate an action? For the most part, a student will not learn about the different types of gender until college an d have used homosexual adjectives as insults to describe stupidity or diminish a men’s need to portray emotion. The educational systemRead MoreBiological Differences Between Males And Females1176 Words   |  5 Pageswhereas females have vaginas. Sexuality refers to one s sexual orientation, sexual behaviors, and capacity for sexual feelings (YourDictionary.com). Someone who is not sexually attracted to anyone may identify themselves as asexual. And sexual identity is one s conception of themselves in terms of to whom they are sexually and romantically attracted, if they experience sexual or romantic attraction at all (Wikipedia.org). Someone who is attracted to people regardless of gender may identify as bisexualRead MorePaper1299 Words   |  6 PagesA School Nurse’s Role with LGBTQ+ Youth: Making a Lifetime Impact Students who are lesbian, gay, bisexual, transgender, and other sexual and gender minorities (LGBTQ+) are at high risk for bullying, relationship violence and sexually transmitted infections (STI’s). They are often afraid to speak up for themselves because of prior or anticipated discrimination (Cornelius Whitaker-Brown, 2017). This paper reviews the literature related to risk factors and health care of LGBTQ+ youth, discusses

The Tragic Fall Of Satan From Heaven And The Downfall Of...

The tragic fall of Satan from heaven and the downfall of Doctor Faustus embrace a similar course. Satan was once the most powerful and superior angel in heaven. But because of his pride and arrogance, He trusted to have equall d the most High (Milton, Book 1.1720. 40). Satan waged war against heaven and God, but was defeated and Hurl d headlong flaming from th Ethereal Sky... To bottomless perdition... and penal Fire (Milton. Book 1.1720. 45-48). Similarly, Doctor Faustus held a higher status of knowledge compared to other men. Faustus was highly educated and ambitious, but at the same time, he was full of pride and arrogance. Not satisfied with academic knowledge, Faustus turned towards the black arts and necromancy to achieve higher power. Ay, these are those that Faustus most desires/... a world of profit and delight,/ Of power, of honor, of omnipotence (Marlowe. 1114.51-53). During his monologue in the first scene, Faustus states that Philosophy is odious and obscure,/ Both law and physics are for petty wits,/Divinity is the basest of the three (Marlowe. 1115.105-107). Faustus arrogance in this scene could also be demonstrative of his frustration with what the world has to offer him. Hattaway suggests that Faustus confounds two kinds of knowledge, the contemplation of divine mysteries with the active investigation of the world (257). In his quest for greater knowledge, it is evident that Faustus arrogance and pride will eventually lead to his demise.Show MoreRelatedPride of Satan and Dr Faustus1568 Words   |  7 PagesPride of Paradise Lost’s Satan and Dr Faustus â€Å"Pride and worse ambition threw me down(4.40) says Satan in John Milton’s Paradise Lost. This short and simple confession hides several deep meanings and significant messages to humankind. That is because it is not only Satan who stumbles by the sin of pride. Satan is the tempter and foe of mankind, and he imposes his own ill traits on mankind while trying to draw him to the depths of hell. That is, like Satan human may think highly of himself thoughRead MoreEssay about Shakespeare’s Macbeth and Milton’s Satan of Paradise Lost1822 Words   |  8 PagesMacbeth and Milton’s Satan of Paradise Lost bear many similarities to each other. Both characters possess diabolical ambitions to overthrow the natural order of their circumstances for the lust for power. Both committed atrocious acts that led to others’ downfalls-Macbeth committed multiple acts of murder, and Satan vowed to corrupt humankind and did so with deceit. Both are portrayed as comple x characters with, in some cases, conflicted feelings about their evil doings. Aside from these similarities

Industrial Age to Knowledge Age Free Essays

This transition trot the industrial to the knowledge age has come with its inherent challenges. This article will examine how organizations are being affected by rapid change and complex challenges associated with these transitions. The article will further examine the industrial age embedded in operation and practices of the organization. We will write a custom essay sample on Industrial Age to Knowledge Age or any similar topic only for you Order Now How the Elementary school Is detected by rapid change and complex challenges associated with the move from Industrial Age to Knowledge Age In the elementary school, where I teach, children are in their budding stages of education This makes the most liable to rapid changes associated with the knowledge age. The knowledge era Is characterized by technological advancements. The use technology in teaching has necessitated frequent adjustment of the qualifications of teachers In elementary school. There are inadequate teaching staffs that are competent in the latest technology that can enhance learning. The competitive landscape coupled with the rapid of increase in the number of students Interested In technical and science oriented subjects is a big challenge. According to (Hall Taylor, 1999), â€Å"The knowledge era Is characterized by a new competitive landscape driven by globalization, technology, deregulation, and demagnification (Lull-Been Russ, 2008, p. 189) On the social front, globalization has led too rapid growth in the number of children drawn from different cultural backgrounds. Even though, this has helped debunk the fallacies that breed racial prejudice; the challenges that affect the Interaction between children In our multiracial elementary school remain insurmountable. Most children remain normalized by the very education system that is meant to create social justice and equality because all students are assessed based on Standard Written English (SEE). There Is a challenge in developing student centered pedagogy and assessment tools that factor in the diversity of our students. There Is d need to overcome the royalty in lexicography In the classroom and embrace a versatile approach to teaching. There are inadequate staffs who can act as Interpreters tort children who do not understand English as a mode to immunization. Teachers need to remain sensitive to the needs of children from different backgrounds and adopt meaner of education that is responsive to the needs of students (Whites, 2007). B) Industrial age assumptions embedded In operation and current practices of the elementary school There are several industrial age assumptions embedded In the operations and current practices to my school. This ranges from the approach to teaching and learning to the organizational and leadership structures of my school, At my workplace, the education system assumes that all children In the school are Inadequate. The educational system falls to recognize the unique talents and aspirations to every child English language is a compulsory subject. Children who are unable to develop adequate skills are branded failures, and the school puts them through intensive training sessions to fix these inadequacies. The belief that all children are inadequate, and it is the duty of the school to fix them has left some students in limbo despite enormous talents. Some students who are gifted in sports are forced to go through formal training in courses that are not contributory to their careers in the future (Sense, Cameron-McCabe, Lucas, Smith, Dutton, 2012). The school follows a curriculum that was developed more than fifty years ago. No meaningful adjustments have been made to the curriculum despite data from the school showing that five percent of the student population has special needs. These special needs include physically challenged and some students who have schooling problems. These students are clustered in cohorts with their colleagues based on age. These students are exposed to similar assessments Just like their colleagues and yet they need special considerations based on their needs. This confirms the industrial age assumption, â€Å"Everyone learns, or should learn, in the same way (Sense et al. , 2012). † These children are frustrated because they always come last in academic assessment. As the lead teacher in grade 7, one of my students was always last in every assessment, in social studies. However, the student was excellent in application-based subjects such as Mathematics. Further investigations into this case showed that he had a disturbed childhood and hence could not concentrate in class for a long time. This exposed the unjustifiable classification of children as â€Å"dumb†, clever† when in deed students have unique capabilities, and the circumstances of assessment must be tailored along the unique needs and capacities of students. For this reason, the industrial age assumption â€Å"There are smart kids and dumb kids (Sense et al. 2012)† remains one of our greatest undoing in terms of embracing the knowledge age and remaining responsive to the social, health and economic needs of our students. In a recent parent’s meeting, Physical Education lessons have also been hijacked by enthusiastic teachers who want to â€Å"help weak students† to learn and catch up with others. In complete disregard of the need for a child to learn and g row wholesomely, the school has adopted a policy that further curtails holistic growth of students through co-curricular activities. The assumptions â€Å"Learning takes place in the head, not in the body as a whole (Sense et al. , 2012)† and â€Å"Learning takes place in the classroom, not in the world (Sense et al. , 2012)† seem to have inspired this moves. These assumptions are to blame for the â€Å"robots† that schools are churning out annually. In an attempt to show mastery of content, students simply cram glasswork and never appreciate the role of learning and teaching in their future lives. Failure to appreciate studentship as a chance to integrate students into society and offer them holistic training has been a great disservice to the future generation (Sense et al. , 2012). PART 2: IMPLEMENTATION OF A WORKPLACE POLICY IN THE KNOWLEDGE ERA a) How Elementary School is identifying and responding to these challenges The school is committed to transforming operations and general practice in order to suit learners. For this reason, there are several internal policies. This can be summarized based on The Emergence Dynamic Model. Figure 1 0 The Emergence Dynamic. (Adapted trot Complexity Leadership Theory: Shifting Leadership From the Industrial Age to the Knowledge Age by (Russ, Lull-Been, ; McKinley, 2007, p. 309) The Emergence Dynamic Model constitutes reformulation and self-organization approaches. Reformulation consists of reorganization of preexisting elements to produce qualitatively different outcomes from the original results. My school has made such efforts. They include: I. The school has created a network of interaction among teachers to help tackle these challenges. One of the Deputy Principals meets teachers every fortnight to seek solutions to issues facing the school. I’. Teachers share strategies with other and ampere knowledge on how to improve learning and remain responsive to the challenges that students face. Iii. The school policy requires that teachers in charge of different grades meet often to discuss issues that affect students and handle arising matters. Parent’s are encouraged to meet teachers and discuss issues affecting their children. Every semester, there is a parent’s meeting. This helps minimize conflicts. V. The School Board meets every month and makes discusses all decisions that they make with teachers and parent’s. V. The principal meets the School Management Team to discuss all issues that pertain to the school. This minimizes conflicts. V’. The school has well-structured school rules, behavior goals, and classroom expectations. This enhances learner-centered and objective teaching and learning which is in line with the knowledge era. This outlines the punishment that should be mute out for anyone who contravenes the school rules. Ii. The school has a professional conduct policy to enhance professionalism. Viii. The internal policy within the school requires that members of staff who teach every grade must meet often. Parent’s are invited to meet teachers to help develop student- centered pedagogy. ‘x. Professional Development Programs: In order to remain responsive to globalization and the challenges that come with the knowledge edge, all teachers are required to upgrade their professional acumen especially in the Information and Technology Sector. ) Impact on the organization and the work of practitioners in the school The changes that the school has implemented have resulted in adaptability, creativity, learning, and thus enhancing the responsiveness of the school to the social, cultural and even economic needs of the children in the elementary sc hool. The school enrolment has rapidly increased since most parent’s live that the mode of teaching adopted by the school allows their children to be all round. The increase in the number of admissions had added pressure to the school facilities necessitating investment in new infrastructure. Students have improved in their academic performance. This is due to improved teacher-parent interactions. I have noted that students in grade 7, where I’m the leading teacher, have significantly improved in their grades and are also more responsible with the tasks that we assign them in school. This is attributed to transparency and the learner-centered pedagogy. Most teachers have been motivated to pursue further studies and take technology courses to keep abreast with the knowledge era. All members of staff who had diplomas have now enrolled for degree courses as well as training in technology. This has enhanced human resource development in the country. However, some members of staff were unable to cope with the rapidly changing environment and demands to the knowledge era. A significant number to staffs who were used the â€Å"machine world of teachers in control† have quit the profession. This is because the knowledge era has no room for the industrial age searchers. In conclusion, there are numerous challenges that have emerged against the backdrop of transition from an industrial age to a knowledge age. How to cite Industrial Age to Knowledge Age, Papers

The Control of Media in the Gulf War Essay Example Essay Example

The Control of Media in the Gulf War Essay Example Paper The Control of Media in the Gulf War Essay Introduction The Control of Media in the Gulf War How much do you think you know about the world around you? What if everything you viewed was a lie? During the Gulf War, the White House and the military seized and screened every news report, determining the images and information the media would relay to the public. The result was that the president and the military framed the debate, set the public agenda, supplied television with many of the defining images of the war, and enjoyed very favorable press coverage throughout the conflict . If you ask most Americans what they remember about the Gulf War, they will tell you they remember the super intelligent smart bombs, SCUD missiles, Patriot missiles, and Saddam Hussein is a very bad man, but that is only part of the story. (Muellar, 22) The Gulf War was both the most widely cover war in history and one in which the U. S. government imposed the greatest Restrictions on the press short of outright censorship. Bush’s announcement of war to t he nation on January 16 was watched by the largest American audience in history, over 120 million people tuned in. The Control of Media in the Gulf War Essay Body Paragraphs Without the Cold War or the â€Å"Americans in Danger† theme to frame the crisis, the Gulf War administration needed to work harder though the media to convince both the public and the congress that the use of military force was necessary in January. (Trevor. 185) With television technology providing instant transference of images from the front, something had to be done to prevent another Vietnam. (Muellar, 20) On December 14, Pete Williams , Pentagon spokesperson, dropped the first on the media, issuing a memorandum to news organizations that spelled out the press ground rules in the event of hostilities . All interviews with service members will be on the record . Security at the source is the policy. In event of hostilities, media products will be subject to security review prior to release. You must retain with your military escort at all times, until released, and follow instructions regarding your activities. These instructions are intended only to facilitate troop move ment, ensure safety, and maintain operational security. In a departure from Pentagon assurances and from existing policy, the press would cover Desert Storm exclusively rom pools. Pentagon used pools for the purpose of secrecy on the grounds of national security. The media expected to be able to roam battlefields, as a small number of reporters had in Vietnam, but in fact, the importance of secrecy made this unacceptable from the military’s stand point. The military developed this ad hoc system of combat pools controlled by the military in conjunction with media which were taken to particular areas of news coverage. Yetiv, 131) As of January 12, plans called for 2 eighteen member pools, consisting of reporters from television, newspapers, news, magazines, and the wire services. One would cover the Army, one the Marines. No â€Å"unilateral† or independent coverage would be permitted. The military would detain and take back to Dhahran any, journalists found within 100 m iles of the war zone. Saudis were also very reluctant to have journalists running around looking for stories. The Saudis later strengthened this rule by making the punishment for unilateral reporting arrest deportation. In their rush to get their people to the Gulf and into pools, the only way they could count on being able to report at least some of the action their umber one goal after- they had been forced to comply with the pentagon’s rules. And guidelines before fully realizing the impact they had been forced to comply with the Pentagons rules and guidelines before fully realizing the impact they would have. (Yetiv, 132) There were two options open to journalists wishing to cover Desert Storm. First, journalist could accept the pool system and work out of Dhahran, watching televised briefings. These press briefings were another way the Pentagon controlled the news. Press briefings were carried out on net work and global news. This achieved virtual domination of public im aginations regarding the nature, cause, and success of the war. They didn’t want it to be Vietnam all over again. No left-leaning journalists were going to make the U. s armed forces look like bad guys. In addition to watching these press briefings they would gather pool reports until a slot in the pool opened. This route assured journalists material for daily story and a chance for better once they got a pool slot. On the downside, covering the war from a hotel is not most journalists’ idea of a good time – the real story was out in the desert. And worse, being in a pool was guarantee of a good story, because it meant letting the military dictate where, to go and what to see. Pools had no opportunities to observe combat, see war damage, interview soldiers or civilians, and all footage had to be approved by military censors before publications. The other option was to reject the pool system and â€Å"go unilateral† venturing out into the desert, evading m edia hostile military types and looking for a unit that would agree to let a journalist do a story. Of the 1400 or so journalists occupying Saudi Arabia by the ground war, only a handful chose to attempt unilateral reporting because it was dangerous. Several journalists wound up hostages of the Iraqis, many got lost repeatedly, often ending up in less desirable areas like minefields. Even if a journalist did manage to locate U. S. ilitary unit, there was a good chance of being detained and sent back to Dhahran with the threat of deportation by the Saudis. (Yetiv, 132) The Gulf War was the first fully censored made for TV war in history it was pretty much a reality show where reporters would be forced to cover emotional issues such as the troops in their tents smiling and bonding with each other. And if coverage was not that, it was a light show, the amazing colors in the sky, like fireworks of the bombs falling on the Iraqis. What we saw was images of our soldiers dedicated, cheerfu l, and confident. We saw the hardships of those loved ones at home waiting for their spouses and family members to return home heroes. We did not see Iraqi victims. The impression of a bloodless war was partly due to the emphasis placed upon so called smart weapons technology in Pentagon briefings and media coverage. While the performance of the smart weapons was apparently reliable and accurate as military reports indicated, their overall importance in the war (in terms of total tonnage of weapons dropped) was not nearly as great as their symbolic function in helping generate the facade of high tech warfare. We were not told that smart bombs constituted only 10 percent of the total bombs dropped in Iraq or that 70 percent of our bombs missed their targets. (Thrall, 196-199) Furthermore there were virtually no images of human death carried by the media. Instead, coverage tended to emphasize property damage bridges blowing up military bunkers exploding and other forms of non human de struction. During and immediately after the war, the US military avoided providing a comprehensive and reliable accounting of Iraqi casualties. Initial estimates however placed them above 100,000 with an additional 100,000-200,000 civilian death. In fact due to the widespread destruction caused by the U. S bombing Greenpeace would have considered what Americans did to be terrorism. (Clark, 122) The amusing part is the American people believed they received good news coverage. Media celebrities working in the pools were just entertainers who read lines largely written by the Pentagon for national television audience. The media became a cheer leader for the war. In 1991 TV networks monopolized public access to events that made the news. Ramsey, 130) The media had financial relationships with the military and weapons industries. It depended on major corporate advertising, political campaign, contributions and it close alliance with political parties and leaders made the American media virtually one with the government. Media exert its power to persuade public to support war, while it demonized Saddam Hussein, and portrayed Bush as a courageous leader. The Massive Media campaign to persuade the public righteousness of the American cause and conduct includes an intense promotion of the US military action. It justified violence by creating hatred toward and dehumanizing Iraq and concealing or misrepresenting anything conflicted with that purpose. This caused people to celebrate the slaughter of tens of thousands of defenseless human beings, ignore crimes against humanity, and then blame those who are dying for their plight. Even if a reporter wanted to tell the truth, their employer wouldn’t allow it . (Woodword, 3-11) Media never analyzed the enormous volume of evidence that the US planned the destruction of Iraq long before August 2, 1990. Nor did the media ever speculate on vast amounts of evidences showing that the US with help Kuwait was trying to provok e Saddam Hussein into attack. Media never yelled cover up. They just ignored the story and falsely claimed Iraq planned to invade Saudi Arabia to dominate oil reserves. Media would also describe powerful Iraq’s military is while its population is only 6 % of the United States. (Denton, 33) Demonization of Saddam Hussein was a continuing process by the government and the media from early 1990. Headlines appeared in the Washington Post such as the following: Monster in the Making, from unknown to â€Å"Ach Villain in a Matter of Days† and â€Å"The Demonization of Saddam Hussein†. (Prince, 253) Such propaganda has always been used to dehumanize an enemy so that their deaths seem desirable. It is essential to emotionalize a soldier to kill, the public approved of it to kill. The pentagon’s press would even lie to loved ones, families about the death of the soldiers. They would tell them stories of how the soldier died from enemy fire, heroically defending fr eedom, when the death was actually a mistake. To learn the truth the family would have to ask a soldier who actually witnessed the truth. How could the government lie about something as precious as life? (Prince, 253) If a government can portray a war with all the positives and none of the negatives, then people can go to their war rallies and wear their yellow ribbons and no worry about the opposing side. If a government can completely control the information disseminated by civilian news media then there really is no point to having civilian journalists risking their lives for stories they can’t even broadcast. It begs the question of how far the military will go to cover up stories and events that they do not want the world to know. It is scary to think about it, the United States military could be committing war crimes without the knowledge of American people or United Nations. War crimes that could be horrific as those committed in Bosnia or Kosovo, those of which we wer e involved in military actions to stop. Who knows how far it could go in the future? Could we someday be involved in committing genocide in China? We may never know if the civilian news organizations have their hands tied by the government. (Ramsey, 134) We will write a custom essay sample on The Control of Media in the Gulf War Essay Example specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Control of Media in the Gulf War Essay Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Control of Media in the Gulf War Essay Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

St Marys College of Maryland (SMCM) Admissions Data

St Marys College of Maryland (SMCM) Admissions Data With an acceptance rate of 80  percent, St. Marys College of Maryland admits most of the students who apply each year. Those with good grades and test scores within or above the ranges listed below have a good chance of being admitted. If you are interested in applying, you will need to submit an application, SAT or ACT scores, official high school transcripts, letters of recommendation, and a personal essay. For more information about these requirements, be sure to visit the schools website, or get in touch with a member of the admissions team. Admissions Data (2016) St. Marys College Acceptance Rate: 80  percentGPA, SAT and ACT graph for St. Marys College of MarylandTest Scores: 25th / 75th PercentileSAT Critical Reading: 510  / 640SAT Math: 490 / 610What these SAT numbers meanTop Maryland colleges SAT comparisonACT Composite: 23  / 29ACT English: 22  / 28ACT Math: 22  / 30What these ACT numbers meanTop Maryland colleges ACT comparison St. Marys College of Maryland Description Located on an attractive 319-acre waterfront campus, St. Marys College of Maryland stands on a historic piece of land first settled in 1634. Its a fitting location for Marylands only Public Honors College. The college boasts a 12 to 1  student/faculty ratio. Students at St. Marys College receive the benefits of a small,  liberal arts college  with the lower cost of state tuition. The schools academic strengths earned it a chapter of  Phi Beta Kappa. Student life on the water has led to some interesting student traditions such as an annual cardboard boat race and a winter swim in the river. St. Marys many strengths earned it a place on the list of  top public liberal arts colleges  and  top Maryland colleges. The most popular majors are  Biology, Economics, English, History, Political Science, and Psychology. Enrollment (2016) Total Enrollment: 1,629  (1,598 undergraduates)Gender Breakdown: 44  percent male / 56 percent female97  percent full-time Costs (2016-17) Tuition and Fees: $14,192 (in-state); $29,340 (out-of-state)Books: $1,200 (why so much?)Room and Board: $12,442Other Expenses: $1,566Total Cost: $29,400 (in-state); $44,548 (out-of-state) Financial Aid (2015 -16) Percentage of New Students Receiving Aid: 94  percentPercentage of New Students Receiving Types of AidGrants: 87 percentLoans: 77  percentAverage Amount of AidGrants: $8,701Loans: $6,006 Transfer, Graduation and Retention Rates: First Year Student Retention (full-time students): 87  percentTransfer-out Rate: 24 percent4-Year Graduation Rate: 65  percent6-Year Graduation Rate: 73  percent Intercollegiate Athletic Programs: Mens Sports:  Basketball, Lacrosse, Sailing, Swimming, Tennis, Soccer, BaseballWomens Sports:  Sailing, Soccer, Lacrosse, Field Hockey, Cross Country, Basketball, Volleyball If You Like St. Marys College, You May Also Like These Schools: University of Delaware: Profile | GPA-SAT-ACT GraphGettysburg College: Profile | GPA-SAT-ACT GraphHood College: Profile | GPA-SAT-ACT GraphJames Madison University: Profile | GPA-SAT-ACT GraphFrostburg State University: Profile  Elon University: Profile | GPA-SAT-ACT GraphJohns Hopkins University: Profile | GPA-SAT-ACT GraphUniversity of Virginia: Profile | GPA-SAT-ACT GraphGeorgetown University: Profile | GPA-SAT-ACT GraphCollege of William Mary: Profile | GPA-SAT-ACT GraphMount St. Marys University: Profile  Washington College: Profile | GPA-SAT-ACT Graph Data Source: National Center for Educational Statistics

How to Write a Compelling Character Arc in Just 3 Steps

How to Write a Compelling Character Arc in Just 3 Steps How to Write a Compelling Character Arc A character arc maps the evolution of a personality through a story. It's a term that writers use to describe their protagonist's journey from a place of comfort to rapid change and back again: hence, an arc.While main characters might face big challenges (Hungarian Horntails and evil Dark Lords), character arcs have to do with internal, personal change. Characters will find their strengths and weaknesses tested over the course of the story - so that by the time they arrive at the story's end, they are a changed person. These changes might not be monumental, but they will have made a significant impact on the character, either positively or negatively.In this post, we'll look at how a writer can plot a compelling, believable arc - starting with a classic story of good triumphing over evil. Whether your protagonist has a happy or unfortunate ending, here's how to arc their internal development How to write a character arc with a  positive changeWhen the protagonist overcomes external obstacles and internal flaws in order to become a better person, we can describe this as a positive arc. It’s often used in story structures such as the Hero’s Journey.At its core, this arc is made up of three points:The Goal: Every character needs to have a goal. It might be to fall in love. Or it might be to make as much money as possible. Either way, their journey will be hindered by...The Lie: A deeply-rooted misconception they have about themselves or the world that keeps them from reaching their true potential. In order to reach their goal, they’ll need to acknowledge and overcome the Lie, by facing†¦The Truth: While the character may have their own plans, the positive change arc has its own goal:   self-improvement. This is achieved when they learn to reject The Lie and embrace The Truth.To see this arc in action, let’s map it onto a few classic prot agonists.Example The HobbitIn Breaking Bad, Walter goes off the deep end (image: Sony Pictures Television)Walter White is in a happy marriage and lives an honest life working as a science teacher and as a father to his teenage son - but then he receives news of his advanced lung cancer. To begin, he’s concerned with the sudden confrontation with his own mortality. Until the inciting incident introduces...The Goal: Sell enough meth with ex-student-turned-drug-dealer Jesse Pinkman so that he can pay for cancer treatment and to secure the future of his family.The Lie: Arrogance. Walter believes he has the power to avoid the hand of the law, avoid corruption, and avoid bringing danger upon his family while entering the drug trade.The Truth: Walter believes he’s on a noble journey to provide for his family. In reality, he’s rebelling against his mortality - and playing with fire usually results in burns.This arc is different from the others we’ve examined be cause Walter starts his arc already aware of the Truth: cooking meth is risky business and is not the solution to his problems. But faced with impending death, the boundaries of his morals have been suddenly pushed, leaving him vulnerable to the Lie: the belief that he is immune corruption. His arc sees Walter continuously rejecting the red flags and embracing the Lie, until any distinction is lost and he’s so far gone he has no choice but to embrace the Lie completely. In the end, it consumes him and he loses everything, turning into a full-fledged anti-hero.Character Arc Map: They know the Truth about the world → They pursue a goal believing they can hold onto Truth → They succumb to the Lie and reject the Truth → They embrace (or are defeated by the Lie) and lose. How to plot a compelling and believable character arc - with examples These three steps, while being universal elements of all arcs, can take countless forms depending on the specificities of your character. Sometimes, the arc doesn’t involve substantial internal change, and is more about the change they effect on the world around them - something often called a â€Å"flat arc.†When planning the arc of your central personalities, always look for the lie they believe, the truth they may or may not believe, and the goal that drives them. We recommend downloading this free character profile template to help. If you find that you're still struggling, try using these character development exercises. Ultimately, breaking arcs down this way should help you emphasize cause and effect and keep your characters anchored in ways that will make it so much easier for your readers to empathize with.

2008 May issue of Women's Health Magazine Critic Essay - 1

2008 May issue of Women's Health Magazine Critic - Essay Example Articles such as Burn More Fat were the highlight of this issue of Women’s Health Magazine and the lead article was assisted by the picture of a slim and trim model. In a time where increasing criticism was being given to the extreme to which models were going to look as slim as possible, this was a brave move on the magazine’s part but was a move executed very intelligently since the magazine was strewn with complimenting articles on good health and physical fitness altogether. It was apparent that the issue of the magazine had chosen to bring together a combination of looks as well as health in this issue. The article also held a subscript which gave the article a tacky sort of appeal. The subscript said A Rock Solid Body by 1st June. This was not a particularly wise decision since not all women desire having a rock solid body and a large number of women still choose to look womanly and feel soft and comforting to their partners when they are in their presence. In thi s regard, the article seemed quite out of place in the magazine that was sporting other articles that focused on the woman’s health. This article seemed to go a little overboard. However, other articles such as Lost in Translation – What he’s trying to tell you were quite amusing and entertaining and needless to say, it was articles such as these in the May issue of Women’s Health Magazine that kept the reader riveted. Moreover, it was articles such as these that drew the attention of the reader towards the magazine in the first place. Designed for the reader’s amusement and relationship intelligence, this was an article that must have been responsible for a significant number of sales for the magazine since it stood out amongst the rest of the articles in the fact that it was the only article on relationships in the entire May 2008 issue of the magazine. Perhaps the first thing to catch the reader’s eyes was the article All New Way’s to Healthier Eating which