Bullying - An insight to what goes on inside the playground.

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PART A

1) Bullying is a form of harassment, which makes a person feel unwelcome and/or uncomfortable. Some forms of harassment include physical harassment, verbal harassment, social harassment and sexual harassment. All these forms of bullying make a person feel powerless, afraid and isolated. The victim might also find it hard to concentrate in school. Every type of harassment, bullying or discrimination is illegal and the offender can be punished if caught.

) The offender/s can leave an imprint on a victim that stays with them their whole life. Some cases can be so bad that it results in suicide, this leads to the family members of the victim to sue the offender/s. That could make the offender find it hard to relate to their family and/or friends, because in reality, the offender has just murdered someone. Once a person has bullied someone else, the victim has been left feeling helpless, frightened, and secluded. But this only happens in the long-term. Short-term affects may be a person feeling uncomfortable and/or not wanting to socialise with family and/or friends.

) There are many ways of controlling what happens to you, one way is the 'ARE YOU BEING BULLIED OR DISCRIMINATED AGAINST?' plan which can be found in the 00 Marist College Ashgrove Diary. It is as follows

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ARE YOU BEING BULLIED OR DISCRIMINATED AGAINST?

You CAN control what happens. Don't retaliate either physically or verbally.

(A) Show it doesn't upset you ignore it.

If the harassment stops no further action is needed.

(B) Speak to the person harassing you. Tell them the behaviour is illegal and unwanted.

If the harassment stops no further action is needed.

(C) Tell someone this is reporting abuse, not 'dobbing'. Talk it over with

• Your tutor teacher

• The school counselor

• Designated senior student

• Any member of staff with whom you feel comfortable

• Your head of house.

If the bullying stops no further action is needed. If it continues the matter will need to be addressed further with the Deputy Headmaster.

PART B

The purpose of the Bullying Survey is to show students how bad bullying can be in the playground. It is also made so students that usually bully other people by verbal social or physical harassment would maybe start to feel as if people know what they are doing or feel guilty and stop straight away so they don't get into trouble. Another reason they conducted this survey was to outline to the teachers and the counselor how bad the bullying is at Marist College Ashgrove. I think they targeted Ephrem, Foley, Harold, Ignatius, Rush and Slattery because I think the teachers where studying them and they came to the conclusion that those six houses are the ones that needed the most help, at the time of when it was conducted.

Here are some graphs that came from the bullying survey; I chose these because I thought our class could relate to them the best.

1) Name calling, is a big issue at Marist College Ashgrove. This is because boys think that verbally harass someone is okay, because it doesn't leave a physical imprint on the person, but it can seriously hurt people's feelings. In our class, I think name calling is the major thing that is going on around inside. Students become very annoyed and angry at certain people because they constantly do this in class time. The people that call other people names waste the teachers teaching and other students learning time, which is illegal.

) Another thing that struck me was Exclusion in the classroom. This is because a few people in our class get excluded from certain activities occasionally, whether it is choosing your own working groups or playing groups. This makes a person feel extremely weak and small, and is another form of harassment.

) One more thing that I think happens is that boys threaten other students with violence, even if they are only joking; it is against school policy and should not happen. And if it is seriously for real, the person that is being threatened should see a member of staff to ask for the appropriate actions.

PART C

1) Yes, I think it does effectively respond to the social issue of "Bullying and Harassment" because it gets straight down to the point, and is more thorough than the current safe school policy, because it goes into how you can control what happens to you, and it has a small check list, so you can decide if you are a bully or not.

) Yes, it is a very practical document for both parents and students because it tells students how to control what is happening to them in the playground, and it has a series of points to read for parents so they can find out if their child is being harassed or not. It also reminds the students that are being harassed that they too have rights, and the person doing the bullying isn't allowed to.

) The one strategy that I think could be most affective is reporting abuse to your head of house, deputy headmaster or the headmaster, because these three people have the most power and have access to different types of punishment. The penalty for harassing someone should be suspension and these people have the power to do that. If the teachers should catch a person bullying someone else, the teacher will report him to their Head of House, and should be given a full-day suspension from the college and a Friday afternoon detention.

4) A few ways of which that would help both the victim and the bully deal with the stressful effects of bullying are the two families meeting each other and talking about either by themselves or with a counselor, either a face-to-face warning with the victim and the bully or a formal warning (a letter to the parents of the bully). They can both over come these stressful and harmful effects of bullying by not seeing each other again, even if that means moving schools. Or they can overcome them by seeing a counselor either separately or together. This should put everything back to normal. If the effects of bullying are still disturbing either the victim or the bully, they could try and talk together, alone, and maybe find out that they have more in common that was first thought, and after that they could become more friendly and not bother each other any longer.Please note that this sample paper on Bullying - An insight to what goes on inside the playground. is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Bullying - An insight to what goes on inside the playground., we are here to assist you. Your cheap research papers on Bullying - An insight to what goes on inside the playground. will be written from scratch, so you do not have to worry about its originality.

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The Best Diet

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The Godfather

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THE GODFATHER

This essay will discuss the extent to which Francis Coppola's film, The Godfather, is a logical conclusion of the changes in Hollywood during the 160's and 170's. I will focus on these changes, with regards to The Godfather, and also look at how Coppola has 'drawn' from the classical Hollywood period. Finally, issues around the social and historical context of American society in this era, will be discussed.

From 160 to 164, the Hollywood "Dream Factory" of the fifties was in turmoil. Thanks to television, which brought simultaneous access of programming to everyone, cinema attendance was at an all-time low. However, many studios responded to this by getting involved in television productions and were slowly producing the majority of television programming. At the same time, the Anti-trust Legislation broke the monopoly of cinema ownership, forcing studios to sell their cinemas.

Yet there was light at the end of the tunnel for moviemakers. "In the 160's the children of the postwar baby boom began to come of age" (Sklar; 14; pg 00) This new generation of filmmakers had grown up in the television era and therefore had a good knowledge of visual media. They looked back at the Hollywood studio system to revive the genres on which they were brought up. As studios lost touch with their audience, these new filmmakers began challenging traditional Hollywood conventions, producing films that were innovative (due to European film influences), capturing the imagination of a new youth audience.

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The Godfather greatly appealed to the youth audience because of its violence and nudity. Censorship limited television from showing violence and sex, and therefore The Godfather, which contains both 'evils', attracted an audience looking for new experiences. One of the features of Hollywood Renaissance films is that they "explore contempory issues such as violence" (Bickford-Smith; 00) In The Godfather, Coppola deals with gangster violence and domestic violence. People are shot, blown up and strangled. Connie Corleone is beaten-up by her husband. Coppola seems to be criticising the growth of violence in America during the 160's and 170's. The Whitman killings (166) and Manson murders (16) were front-page headlines during this time. Perhaps Coppola was feeding the idea that the world was a violent place by overtly demonstrating it in this film.

The Godfather revised the gangster genre by transforming it into a family melodrama or critical commentary on an immigrant family's pursuit of justice. Coppola plays with the genre conventions of the crime film, by placing the spectator in a problematic relationship with the "heroes". This strategy disturbs the classical Hollywood ideology that the audience identifies with the "good guys". In The Godfather, our sympathy lies with the small family of criminals through the framing and editing patterns. We often identify with characters from the Corleone family through point of view shots. The victims of the criminals are demonised, almost deserving of their fate, and therefore the mob are 'justified' and become a force for good. For example, we identify with Michael Corleone in the sequence where he assassinates the corrupt policeman, Mc Cluskey and rival gangster, Solozzo, through shot/reverse shots that are mostly from Michael's point of view.

Another feature of the Hollywood Renaissance, is the increased influence European cinema with regards to editing, the director as Auteur and special effects. Coppola makes use of a montage sequence in the scenes where Michael stands as Godfather to Connie's son. The parallel editing is reminiscent of French New Wave cinema. (E.g. Breathless) Auteur directors meant that the distinction of director and scriptwriter was overcome. Coppola not only directed The Godfather, he also co-wrote the screenplay. Hollywood mavericks like Coppola were experimenting with special effects. For example, Marlon Brando's make-up which transformed him into a much older looking Italian. Special effects extended the idea of 'realism' that was important to Hollywood Renaissance.

Greater 'realism' was achieved through a different acting style in The Godfather. Marlon Brando believed in 'becoming the character' and his portrayal of Vito Corleone is very convincing and 'real' when compared to classical Hollywood's stylised acting (E.g. Gone With The Wind) Also, according to Harlan Lebo, Coppola insisted on authentic props from the 140's era. These enhance the 'realism' because everything in the shot is authentic.

The 160's and 170's were the age of blockbusters. Blockbuster films were seen to be Hollywood's solution to the problem of audiences' over-familiarity with Classical models and conventions. They targeted an adolescent audience who where in search of new entertainment. Many blockbuster films, in particular The Godfather, were based on "stories and concepts from the 10's to the 150's" (Bickford-Smith; 00) The Godfather starts in 145 and not only deals with gang violence, but also the oppression of women. In context of when the film was released, the treatment of female characters by the male characters would have caused some controversy.

Feminism was on the rise during the Hollywood Renaissance era. The National Organisation for Women began in 166. The idea of women as passive objects of exchange was drastically being challenged. I think Coppola's portrayal of the oppressed Italian women in The Godfather, comments on the absurdity and cruelty of this abuse. In a way, Coppola challenges the idea of a patriarchal society, like the one present in the mafia community. Connie Corleone is physically and verbally abused by her husband, but there seems to be little she can do about the situation besides relying on her brothers for help. This is an example of how only males were able to restore a woman's honour.

Still focusing on the context in which this film was made and released, another important aspect was the "rise of counter culture" (Bickford-Smith; 00). The youth were trying to live a lifestyle that was different to that of their parents. Michael Corleone is an example of someone who does not want to be part of his family's 'business'. Instead of following in his father and brother's footsteps, he chooses to go study and then later becomes a war hero. The audience would have recognised and identified with this characteristic.

The Godfather does however have certain continuities with the classical period. For instance, the 'star' cast in The Godfather was a typical classical Hollywood convention. Having a famous actor like Marlon Brando was guaranteed to poke the interest of fans. Even if people knew nothing about the film beforehand, the fact that Marlon Brando was starring in it would get them to buy a ticket.

Continuity editing was also a classical Hollywood convention. Editing was not supposed to draw any attention to itself. In most cases, Cappola ensures continuity in The Godfather through eyeline cuts and match cuts. For example, in the scene where one of the gangsters stick a knife in a rival gangster's hand, the eyeline match allows us to see the direction of offender's gaze we move from watching the character look at what's happening to his hand, to watching what he sees stuck in his hand.

In conclusion, The Godfather aroused some controversy for romanticising gangsters and transforming them into social rebels. It was a Hollywood Renaissance film which offered a subversive perspective on American society. Coppola manages to disrupt the classical form, but still uses certain classical conventions.

BIBLIOGRAPHY

Bickford-Smith, V. 00. Lecture notes on Hollywood Renaissance. April 00

Cavolina, E and Cavolina Meara, J. 11. How to really watch The Godfather. New York; St Martin's Press; chapters 1, , and 6

Lebo, H. 17. The Godfather Legacy. New York; Simon and Schuster (ed); chapters 1, , , 4 and 6

Sklar, R. 14. Movie Made America. New York; pages

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Segway Mobility Evaluation

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1.0 Introduction

The Segway Human Transporter (HT) is a unique two wheel, self balancing locomotion device. It was designed to allow humans to move more quickly, cover more distance, and carry more than they could by walking. The manufacturer asserts that the Segway can go anywhere one can safely walk. The maximum speed a Segway can travel is 1.5 mph, which is about times the average walking speed.

The Segway Mobility Evaluation was initiated with the concept that if the Segway could provide convenience for the everyday person, perhaps it is versatile enough to enhance the tasks of military personnel. Military personnel are often presented with situations that deem the use of full sized military vehicles inconvenient or even impossible, yet it would be advantageous to have use of a device that would provide for greater versatility than walking. With its small size and its capability for speed, the Segway appears to be such a device. However, military personnel are often situated on surfaces and terrains that pose a greater challenge to maneuvering over than the average person faces. The paths can be rough, scattered with obstacles, and may include a variety of surface irregularities. Hence, it was necessary to determine if the Segway HT would still provide convenience if placed in an environment that is rougher and less predictable than the environments it was designed for.

.0 Summary of Test Plan

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In order to obtain performance results that would be meaningful to the military, it was important to conform the Segway testing to a set military standard. The NATO Reference Mobility Model II (NRMMII) is a series of algorithms used by the US Army and other North Atlantic Treaty Organization (NATO) countries to compute the maximum velocity of a specific vehicle over a specific terrain. It is a comprehensive program that computes the maximum possible speed of the vehicle for a variety of different variables including tire pressure, tire type, ground terrain, and obstacles. The variables applicable to the Segway testing included tire type, terrain type, surface roughness, and obstacles. Other things to note are battery life, dismounts, weather conditions, damage to Segway, and rider comfort.

.1 Terrain Categorization

The NRMMII specifies 8 different terrain types primary road, secondary road, sand soil on trail, other soil on trail, operation in snow on trail, sand off-road, other soil off-road, and snow off-road. Given physical limitations, snow was unavailable for use at the time of testing. Additionally, the other soil on trail and other soil off-road categories were omitted because of obscurity of definition and limited terrain type in the designated test area (Seaside, SSC San Diego). Self-Imposed definitions of the terrain types allowed testing of the other four types within the limited testing area. Primary road is defined as any maintained paved road. Secondary road is defined as un-maintained paved road or maintained gravel road. Sand soil on trail is characterized as compacted sand that does not show significant ruts upon Segway crossing. Uncompacted (loose, uncompressed) sand located off trail is designated as sand off-road.

. Surface Roughness

The term surface roughness is used here to describe the relative quantity of surface irregularities in the terrain. In this experiment, a quantitative estimate of roughness was obtained by laying a yardstick flat on the terrain and measuring the difference in height between the yardstick and two lowest points (to the nearest ¼ inch). This was repeated along the entire length of the test course and the values were then averaged and the standard deviation computed. The average value was then placed into one of five predetermined ranges 0-., 0-.5, 0-1, 0-1.5, or 0-, inches. For each terrain type, two or three distinct areas were found each of which fell into a different range of roughness.

. Obstacles

For testing purposes, an obstacle was defined as an object at a height greater than or equal to .75 inches that impedes the motion of the Segway. Obstacles encountered in nature include rocks and vegetation. Additionally, other varieties of objects may be stumbled upon on maintained roads. Since obstacles vary greatly in size, shape, and location, it would be difficult to obtain informative results by performing tests on geographical obstacles. Hence, to evaluate the Segway's performance over obstacles, a set of model obstacles was created for testing purposes. The obstacles consisted stacking several x 4 pieces of lumber and a 0.75 inch thick sheet of plywood in various combinations to attain different heights. Additional pieces were added until the Segway was no longer able clear the obstacle.

.4 Tire Type

For the initial testing, three different tires were tested. The standard Segway HT tires (the tires that come with the Segway), the Segway HT enhanced traction tires, and Dunlop D7 dirt bike tires. Since the Segway tires are tubeless, in order to use the Dunlop D7 tires, it was necessary to modify the Segway rims by drilling a hole through the plastic to accommodate a tire inner tube (size x 14 inches). The Dunlop tires are mini bike tires of size 14 0/100, while the tires designed to be used with a Segway are 14 65/100. In order to install the Dunlop tires, the Segway fenders had to be removed. As a safety precaution, new fenders were fabricated using Segway e-series bag mounting brackets and slightly alternating their shape to accommodate the Dunlop tire. The onboard software of the Segway was not updated from the original configuration to accommodate the larger tires.

.5 Experiment Set Up

Before testing could begin, it was necessary to explore the testing area for assorted terrain types and roughnesses. Regions were sketched out and marked on a map of the Seaside division of SSC San Diego (appendix VI). The course length for each test varied from 0 feet to 7 feet. The boundaries were marked off with cones and two pieces of rope to facilitate timing.

For the testing of the Segway over obstacles, the plywood was arranged in such a way that it wouldn't shift during testing (see photo). The course length for obstacles was set at inches (7.67 feet).

.6 Testing Procedures

The Segway was driven over the surface roughness course length three times in each direction. Time was recorded using a stop watch with accuracy of 1/100 of a second. The 6 obtained times were then averaged and an average speed computed. Similarly, for obstacle testing, the tester rode the Segway over the obstacle course times in succession and time was recorded. The obstacle course consisted of a 7.67 foot long track with the obstacle in the center of the course. For obstacle testing, given that there was often be multiple attempts before passing over the obstacle, the actual distance covered varied from test to test (depending on how many runs it took to overcome the obstacle). Although "speed" is technically defined as the change in distance over the change in time, for comparative purposes and to simplify data analysis, "speed" was freely defined to be the course length (displacement) divided by the total time it takes to complete the test. Please note that this sample paper on Segway Mobility Evaluation is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Segway Mobility Evaluation, we are here to assist you. Your cheap research papers on Segway Mobility Evaluation will be written from scratch, so you do not have to worry about its originality.

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Naked Lunch

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Throughout history, there have been many pieces of American literature that have been suppressed by the government of the United States or other political institutions inside the U.S. These works of literature have ranged from existing in the forms of novels, poems, and magazine issues. The reasons that these works were suppressed, or banned, also have ranged from political, social, religious, or sexual grounds and foundations. One specific book that was repressed by judicial officials is Naked Lunch by William S. Burroughs. Naked Lunch was banned in areas of the United States on social grounds for its explicit and offensive content.

Naked Lunch was published in Paris in 15 and was put together from a series of William Burroughs's notes that he composed while living in Tangier. Several of his colleagues, who included Allen Ginsberg, Brion Gysin, and Sinclair Beilles, helped Burroughs weave together the material for the novel. They assisted him in taking a series of stories and accounts that sat all over Burroughs's desk and floor (in random sheets of paper), and bring them together so that they could be ready for print. They were arranged in a very random order and with no narrative continuity. There was no persistent point of view and the separate episodes were not unified (Chapman, 66). These random thoughts and accounts are generally about the destructive effects of a man's drug addictions. The addict's fantasies and hallucinations as a result of his drug addictions are depicted throughout the novel. The names and specific effects of various drugs are detailed, as well as the details of how they are dispensed. Sexual acts are also used and described in detail by the author, in order to represent pain and misery. Burroughs uses vulgar language, and attempts to create the greatest shock effect with his vivid images of drug use, paraphernalia, and sexual encounters (Sova, 187-188).

When the novel was published in Paris in 158, it became the subject of much discussion in the U.S. and eventually became a renowned piece of work in America, even with the fact that only a small number of copies were distributed in the U.S. This resulted due to the fact that the United States Postal Service seized copies of the book being mailed from Paris due to the obscenity of the book. The government felt they were justified in doing so with the Tariff Act of 10, which made it legal to stop allegedly obscene material from entering the country (Sova, 188). In 158, the Chicago Review published an excerpt from Naked Lunch, but was forbidden to ever do so again by University of Chicago authorities, who had sponsored the magazine. The editors and writers for the Chicago Review eventually raised enough money to open up an independent magazine, Big Table. Here, they published continuing excerpts from the controversial novel. But however, yet again, the U.S. Postal Service seized copies of the magazine and prevented it from being distributed in the United States (Baechler, 8-).

When Grove Press finally published the book in the U.S. in 16, it was very soon met with a lawsuit in the city of Boston on grounds of obscenity. In the trial that subsequently followed the accusations against the literature, many literary figures and critics such as Allen Ginsberg and Norman Mailer were called to speak about the Naked Lunch's redeeming social value, which was the criteria at the time for acceptable literature (Chapman, 67). The writers spoke to support the book, but in the end, they could not persuade the judge. The book was declared to be " obscene, indecent, and impure…and take as a whole…predominantly prurient, hardcore pornography and utterly without redeeming social value" (Sova, 188). In 164, Naked Lunch was literally banned in Boston.

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The novel was found to be obscene partly because of its offensive gist. "He jerks her to her feet and tightens the noose. He sticks his cock up in her and waltzes around the platform and off into space swinging in a great arc" (Burroughs, 8). In this direct quotation from the text, a young man has just literally hanged his lady friend and decides to have sex with her as she is hanging from the rope. This is quite a disturbing picture and can be very difficult to imagine in one's mind. The offensiveness and coarse language that the reader encounters as he or she reads was considered ample reason for obscenity charges.

Another reason that was in part responsible for the ban of the book was that it contained vivid accounts of drugs, drug-use, and drug paraphernalia. "The old junky has found a vein…blood blossoms in the dropper like a Chinese flower…he push home the heroin" (Burroughs 87). "I have a place where I can slip my needle right into a vein, it stays open like a red, festering mouth, swollen and obscene, gathers a slow drop of blood and pus after a shot" (Burroughs, 5). These two direct quotes show the precise vividness of the author's writing. The first quote gives dramatic detail about when the old junky has found a spot in his arm to shoot his heroin. The second quote is a detailed description of the spot that the young man in the novel has become accustomed to in shooting up. The realistic language and detail that the author uses shows why many were rubbed the wrong way after reading it.

A final and perhaps most predominant basis for the ban on the book was its content of prurient and pornographic material. "Mark and Johnny sit facing each other in a vibrating chair, Johnny impaled on Mark's cock" (Burroughs, 87). "His whole body strain to empty through his cock. She drinks his jissom which she fills her mouth in great hot spurts" (Burroughs, 8). These two quotes are perchance not even the most graphic ones of their kind in the novel. The first quote describes an event where two young men are taking part in homosexual activities while sitting on an electric vibrating chair. One of the gentlemen has his penis in the other's anus, and the two men are receiving pleasure from this act. The second excerpt is reciting the moments after a female has given a male oral sex and is swallowing his semen. The author describes even how the semen is leaving the young man's penis. The two excerpts leave nothing to imagination and were considered by many to be tasteless and filthy pornography.

Following the decision, Grove Press's lawyer, Edward de Grazia, made an appeal to the State Supreme Court. After listening to the case, a judge ruled the novel to be not obscene. The reason for this was that the judge felt that for literature to be obscene, it had to meet the following criteria; "The dominant theme of the material taken as a whole appeals to a prurient interest in sex, the material is patently offensive because it affronts contemporary community standards relating to the description or the representation of sexual matters, and The material is utterly without redeeming social value" (Watson, 84). Based upon these criteria, five out of seven judges ruled to reverse the previous decision. By July of 166, the ban was lifted and the sale of Naked Lunch was allowed in Boston. However, there were restricting terms that were put into effect regarding the book. Firstly, it was not to be advertised in any way, and secondly, there was not to be any sort of distribution of the work with intent to exploit it for its prurient material (Sova, 18).

After all the scandal and controversy about Naked Lunch, the novel still holds a great legacy. It is the work that made its author, William S. Burroughs's fame and his fortune. It remains to be his most widely know and read work (Baechler, ). But maybe a bit more important is that it holds a vital position in American literature. The decision of the novel to not be obscene marked the end of literacy censorship in America. "If Naked Lunch did not qualify as obscene with its scenes of homosexuality, cannibalism, hanging-ejaculations, and every four-letter work known, an enforceable standard of obscenity became difficult to imagines" (Watson, 84). Please note that this sample paper on Naked Lunch is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Naked Lunch, we are here to assist you. Your cheap research papers on Naked Lunch will be written from scratch, so you do not have to worry about its originality.

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