TEEN Magazine Essays - Teen Magazine, Nicole Schmitz, Startup Cult

TEEN Magazine Lately I have been reading the teen magazines YM and Seventeen and I've noticed one thing; they really annoy me. I feel like they are just for preps and the trendoid freaks. Well what about the other groups? The gangsters, punks, skaters, bikers, or whatever. They should really give recognition to the other people in our society. Maybe they want just the good teenagers around. They are not going to get what they want. Maybe they think if they print stuff up all about preps and trends everyone will follow. Well they should guess again. I for one, will not follow any of that shit they say. They give some of the most whacked advice for things. Take romance, I've tried to follow the advice, but my outcome has not been successful. I know other people who have tried, and their outcome has been the same. Take their quizzes, then tell me that you do all that stuff. If you know me, then tell me how often I wear bellbottom pants, or platform shoes, or pink make-up, or little shirts that fit me. For those of you who don't know me, I can tell you right now, I wouldn't be caught dead in that stuff. That takes me to the clothes the models sport. How many girls in this society are actually that skinny? It's actually kind of sick. I think they should widen their models to all sizes and shapes. What? Just because a girl who is not amazingly skinny for a model, the company won't sell anything? Well I can't exactly describe the clothes they wear, but I have never run across a person wearing the same thing. But in Seventeen they have a section called "School Zone" and they go around different schools and take pictures of the students. I can understand the way they dress and they do show different looks. Both magazines put out information about bands, but I don't listen to those bands. As a matter of fact, I hate those bands. They are alternative bands, and coming from me, they just suck. Well I will confess to one thing. I have run across about 3 bands that I do like, but I have been reading these damn magazines for about 3 years. So that tells you something right there. I still haven't listened to a word either one the magazines have said. Otherwise I think I would have been a changed teenager. The only thing that changed about me is that my clothes got baggier and bigger. I have to say one thing about their make-up and their little jewelry and other crap like that. Some of it is way cool, but the other stuff is only stuff that the run-way models would wear. They never tell you where you can buy the stuff, but they will tell you the prices, which are way the hell out there. So all a teenage girl can do it just sit there and drool and wish she had that. Well I'm sick of that, and so are my friends. My best friend and I have subscriptions to these magazines. You may ask why, if I'm talking so badly about these magazines, then why do I still subscribe? The first reason is that my mom gave it to me and sometimes I can actually enjoy reading YM and my best friend likes Seventeen even though it annoys her sometimes. We'll sit down and flip through them when we get them and the first thing we'll notice (well besides the guys) is that all the advertisements show a girl and the first thing that comes to our mind would have to be the word "sluts." Well one thing I've noticed is that yes they do have white and black models now. But I'm still not seeing any Latino's or Indian girls. To conclude, I do share my opinion with many of my friends that they should not just stick to the trendoids and preps. Much of what is in these magazines is just plain sick. If people disagree with my opinion, I respect their opinion and hope they respect mine. If Seventeen and YM don't want anything

An insight into baroque and rococo art essays

An insight into baroque and rococo art essays During the baroque period of great theatrical energy, and a dramatic use of light, scale, and balance, French artists adopted Italian Renaissance ideas but made them their own; by the end of the seventeenth century, France had began to take the lead in European art. Early eighteenth-century France, the heavy theatrical qualities of Italian Baroque art gradually gave way to the decorative Rococo style, a light, playful version of the Baroque. The curved shapes of shells were copied for elegantly paneled interiors and furniture, and they influenced the billowing shapes found in paintings. The enthusiastic sensuality of the Rococo style was particularly suited to the extravagant and often frivolous life led by the French court and aristocracy. Some of the movement, light, and gesture of the Baroque remained, but now the effect was one of lighthearted abandon rather than dramatic action or quiet repose. Rococo paintings provided romantic versions of life free from hardships, in which cou rtships, music, and festive picnics filled the days. The conversion of Saint Paul is a fantastic example of the Baroque period in all its glory, encompassing many of its characteristics. In the oil on canvas piece, painted in 1601, The Conversion of Saint Paul, Caravaggio used light to imply a blinding flash, symbolizing the evangelists conversion: And suddenly there shined around him a light from heaven: and he fell to the earth (Acts 9:3). The figure of Paul, in Roman dress, is foreshortened and pushed into the fore-ground, presenting such a close view that we feel we are right there. In keeping with the supernatural character of the spiritual events he portrayed, Caravaggio evoked a feeling for the mystical dimension within the ordinary world. He wanted his paintings to be accessible and self-explanatory, and for this purpose he brought the emotional intensity of his own rowdy life to the stories of the bible....

Best Private Schools Offering Summer Experiences

Best Private Schools Offering Summer Experiences Many folks hear the words summer camp and think of living in cabins for a month, swimming in lakes, and participating all kinds of outdoor activities, like archery and ropes courses. Rarely does the phrase summer camp make someone think about an opportunity to prepare for the upcoming school year. ​ On the other hand, many folks hear the words summer school and  think of the stereotypical student who failed a class or needs more credits to graduate. Rarely does the phrase summer school make someone think of a positive summer camp-style experience. What if we told you theres a middle ground? A summer experience thats both fun and educational? Its real. And some of the best private schools in the country are offering students unique educational opportunities that are way more than just your typical classroom experience.   Lets look at a few of the  unexpected opportunities  that you might find at a private schools summer program. Travel the World Summer camp doesnt have to be  limited to only one campsite. Some schools offer summer travel experiences, taking students around the world to experience life away from home. Proctor Academy in New Hampshire offers a summer service opportunity, which takes students to places like Guatemala for two-week sessions. See the World From 30,000 Feet in the Air Thats right, aspiring aviators can attend a summer camp at Randolph-Macon School in Virginia. Students get the chance to participate in a highly specialized program  leading towards taking a solo flight in a Cessna 172.   Space Camp and Sustainability Sustainability is a popular topic at private schools  and is one that has led to several summer camp programs designed to educate students and get them thinking about how we can better serve the planet Earth. One such program exists at Cheshire Academy in Connecticut, which offers two different tracks from which students can choose for their summer study. One track focuses on the impact of humans on the earth, while the other takes a new approach to a space camp by exploring both the oceans and space. You even get to take field trips and even launch rockets - and were not just talking about small model rockets!   Learn a New Language For students looking to come to the United States for a boarding school experience, a summer camp can be a great way to master their English language skills. ELL/ESL students can often greatly benefit from these highly specialized summer classes that are often several weeks long and designed to immerse students in an English language environment. This not only helps participants to master their speaking, reading, and writing skills, but also gives them a preview of what dorm life is like, making the adjustment to boarding school in the fall a little easier. Some schools even offer an accelerated program, like New Hampton School in New Hampshire.   Get a Competitive Edge in Athletics Aspiring athletes, especially those looking to improve their skills in order to play varsity sports at private school, can benefit from a summer camp focused on athletics. Starting to participate in these camps during middle school can be a great way for high school coaches to see a student athletes drive and potential, which means building relationships with the school even before the admission season arrives. Athletic camps are available for the more novice student-athletes, as well, helping those players still learning the game to prepare to play on a sports team at a  private school for the first time. Baylor School in Tennessee offers a camp that meets the needs of both the competitive athlete and the recreational athlete.   Perfect a Creative Craft Young artists can find numerous private schools that offer creative summer camp experiences, ranging from drama and dance to music and drawing. And, some of the best private school programs even offer creative writing and literary-focused programs, as well as digital photography and animation courses. The opportunities for creative expression are endless, and the levels of experience can vary. While some schools, like the Putney School in Vermont, offer a wide variety of workshops for artists of all experience levels and interests, other schools take a more specialized approach. The Idyllwild Arts Academy in California offers intensive two-week programs as part of the  Idyllwild Arts Summer Program. These programs can sometimes help students looking to attend competitive art schools for college get a head-start on art portfolios. Try Your Hand at a Non-Traditional Trade Some schools offer incredibly unique programs, like Emma Willards Rosies Girls camp. Drawing inspiration from the fictional character Rosie the Riveter, the boarding school in New York offers girls the chance to experience what its like to work in  carpentry, automotive repair, masonry, and other non-traditional trades.

Occupy Wall Street Movement Essay Example | Topics and Well Written Essays - 1500 words

Occupy Wall Street Movement - Essay Example The moral and economic implications of Occupy Wall Street movement are quite diverse in nature. The major facets of the movement are social and economic disparity, greediness, corruption and unwarranted power of business organizations on government. The moral issues of Occupy Wall Street movement comprise equality, care and freedom (Kaneck, 2012). The common concern recognized in the movement is the wealth gap between 1% (who are categorized as wealthy businessmen and bankers) and the 99% (who are the other citizens including the protestors). According to the protestors, the 1% has excessive wealth and authority and also has power over economic well-being of the nation. The protestors of Occupy Wall Street movement view the rich as frauds who misuse the economic systems and policies (Jickling & Hoskins, 2011). Thoroughly Analyze Each of the Implications Identified Above Against the Utilitarian, Kantian, and Virtue Ethics to Determine Which Theory Best Applies To the Movement; Thoroug hly Supported Your Position with Examples and Evidence Ethical theories have been considered for analyzing the protest movement. The above implications of Occupy Wall Street movement can be analyzed by using three major ethical theories which are Utilitarian, Kantian and Virtue Ethics. Utilitarian approach generally depends on the view that ethical activities can generate most of the good outcomes for society and economy. It is a general belief that society is the net outcome of individual choices for conducting certain activities. Utilitarian ethics possess the view that appropriate course of activities can enhance the value of individuals, increase the happiness and minimize the sufferings of people in a society. Kantian ethics is based on the thought of ethical responsibility. It proclaims that an activity can only be considered as ethical if it is conducted on the basis of duty, rather than on the basis consequences of such actions. The outcome of Kantian ethics is subject to th e statement that there is no inherent connection between happiness and virtue. It highlights the right activity over the good activity. On the other hand, virtue ethics concentrates on the role of an individual for defining or assessing ethical behaviors and activities. The differences between these three ethics depend on the way ethical problems are approached (Cobbett & Germain, 2012). With respect to the Occupy Wall Street movement, unseen events of bailout, movement of money and economic crisis are all agreed upon certain activities of people. Considering the above three ethical theories, utilitarian ethics best match with the implications of Occupy Wall Street movement. It can be observed that the objective of Occupy Wall Street movement is to minimize the corruption and enhance the participation of government in order to support the economic growth and to ensure equality of wealth and income. Furthermore, the moral and economic implications with respect to the minimization of unemployment, income inequality and equal wealth distribution can only be possible if utilitarian ethics is followed (Asanuma, 2011). Thoroughly Determine Who Is Responsible For Income Inequality And Wealth Distribution In The U.S. In Your Analysis, Make Sure To Include If This Is Something That Happened Suddenly or If It Built Up

Operation Analysis w5 discussions Essay Example | Topics and Well Written Essays - 500 words

Operation Analysis w5 discussions - Essay Example Graphical solutions in linear programming have limited number of decision variables. The technique of LP plots constraints on graph paper and then identifies the feasible region that is represented by the constraints. The objective function is then drawn and used to identify optimal points in the feasible region. However, graphically, linear programming can only be done in one two variables. Thus, the maximum number of variables in LP model is two. However, it can be done in more than three variables using special algorithms. Business managers use linear programming models to come up with concrete and measurable performance improvements. The kind of decisions that are arrived at using LP models represent the optimal solutions or decisions that are possible with the given constraint variables at the disposal of managers. For instance, the optimal decision would be the maximum profit that a business can generate using available limited resources or the minimum costs that the business can incur to produce products in order to maintain its current maximum level of profits. Therefore, LP can help managers use available limited resources effectively, reduce costs, improve profitability, and reduce risks among other key benefits. Simplex method is a special algorithm that is computer based used to find optimal solutions to linear programming problems that contain thousands of constraint and decision variables. The simplex method uses iterative algorithm to find solutions to optimization problems. The method uses or provides data on slack variables, which represent unused resources and opportunity costs or shadow costs useful in sensitivity analysis. Therefore, simplex method is an effective and efficient method that overcomes the limitations of the linear programming model to find solutions to problems of optimization by ending at an optimal solution by jumping from

The Zoo Story Essay Example for Free

The Zoo Story Essay Analyse the dramatic effect of a passage, paying close attention to the language and stage directions whilst relating your observations to your understanding of post-1945 Drama. (PASSAGE- from pg. 27- GET AWAY FROM MY BENCH! A to the end of the play) During the passage I have selected here, the dramatic tension that has been simmering for much of the play reaches boiling point as the quarrels, territorial struggles and one-upmanship reach a climax. In this essay I will be looking at how this is conveyed in the language, imagery, and tone that Albee uses and how these can be related to other texts of the time. The comparisons to other plays that Albee has written could not be more clear and references to private games and battles over territory that we see here are written about in both Whos afraid of Virginia Woolf? and The Homecoming. The passage starts with Peter screaming at Jerry GET AWAY FROM MY BENCH! The anger and passion that we see here from Peter makes the scene quite unnerving for the audience due to the way that Peter is getting so worked up about an object that seems completely frivolous to outsiders. Albee actually states here in the stage directions that Peters self-consciousness has been possessed by his all-consuming anger due to this inanimate object. In this way, the audience would feel even more uneasy at the fact that a grown man seems to be acting in a way that a child might over a toy. I would have to argue though that it is the way that Jerry antagonizes Peter more even though he can see that he is howling like a fatally wounded animal that is the most horrific part of this scene. You have everything in the world you want and now you want this bench? The dramatic irony here is plain for everybody to see; Peter doesnt have everything in the world that he wants. In fact, his life is perhaps as much incomplete as the broken life that Jerry leads. As the audience urges Jerry to stop gnawing away at the parts of Peters life that he does not want to share, the viewers becomes emotionally attached to Peter and want his sufferings to stop. Much like in the private battles that are played out in Whos Afraid of Virginia Woolf? , Georges life is torn apart by Martha at the beginning of the play as she tries to mock him in every possible way that she can. The only difference in the other Albee play is the fact that George can defend himself from the verbal attacks thrown at him from Martha. Here, Peter is said to be quivering, horrified, struggling and whispering after the abuse that he receives. In stark contrast, in the other of the plays, Albee states that George is containing the anger within himself, laughing ruefully to himself and showing mocking appreciation. Indeed, this play, much like the other two synoptic plays, is driven by conflict and how people react to situations placed unwillingly upon them. The origins of the tension here are evidently more profound than the bench for Peter. The bench just serves as a metaphor for all of the other troubles that Peter and Jerry have in their lives. The relationship that these two strangers share with one another serves the same purpose as well. The roots of conflict and strife are embedded much deeper in Peter especially than one may have first thought and it is only through the anger that Jerry provokes in him that causes all of his bottled up emotions to come rushing out. One could argue here that this climax to the play where Peter kills Jerry acts as a kind of release for both of them and there is a sense of new beginnings for the pair underneath the shock that the audience experiences. Throughout this passage Jerry holds the upper hand in the private games and struggle for status and power that the pair have which is at times subliminal. Jerrys speech at the beginning of the scene about the irrationality of the fact that they are fighting over a bench shows this well. He turns the situation on its head when he says to Peter Is this the thing in the world youd fight for? Can you think of anything more absurd? Unlike in The Homecoming when Max has a lot to say about every possible subject that is brought up and yet he is the weakest of all of the characters, Jerry seems to have turned his techniques for domination over other characters into a finely honed routine and manages to dominate and govern not only the power struggle that is shown here but also the way in which Peter would usually think and act. Slowly, Jerry urges Peter into truly letting himself go at the end of the scene. Indeed, throughout the play, Jerry carefully and mathematically makes conversation with Peter by talking about subjects that he thinks he would be interested in. Such topics as family, animals, houses and work seem like normal things to ask somebody that you have only just met. In fact, Jerrys normal approach to talking with a stranger is also very calculating. He talks about the standard experiences of life and puts in throwaway remarks about subjects that Peter seems to feel strongly about. For example, at the start of the play, Jerry asks him whether he is married to which Peter replies Why, certainly. Jerry then instantly retorts back at Peter It isnt a law for Gods sake. By arguing passionately back at Peter like this during their conversation, he feels that he constantly has the upper hand in the heated discussion that they are having with one another and manages to stay one step ahead of his newly found acquaintance much like what we see in both The Homecoming and Whos afraid of Virginia Woolf? Indeed, during the passage I have chosen Jerry says You dont even know what youre saying, do you? This quote is an echo of Pinters play when Teddy utters, I can see you what you do. Its the same as I do. But youre lost in it Jerry and Teddy both accuse their rivals of being lost in the games and private battles that they are indulging in when in fact, they are as much to blame as the people that they target. The build up of dramatic tension is a big part of Albees play here and it becomes especially important as it reaches its climax. For example, when Jerry gets the knife that he has out of his pocket, the play seems to have reached its peak and end. In fact though, Albee is being very clever here in the way that he makes us think that this is going to be the finish to the play when it is in fact the start to a crescendo of emotion that we are going to experience over the next three pages. This therefore makes the real ending even more shocking when it actually arrives. The ways in which Albee builds up and releases the dramatic tension in this scene especially is very skilful. Much like in the scene in Whos Afraid of Virginia Woolf? When George comes into the room with a double barrelled shotgun, aims it at Marthas head and pulls the trigger, we see the same sort of quick crests and troughs in tension in The Zoo Story. When George pulls the trigger in Albees other play, the suspense of the scene is released due to the dark humour that is shown when a flag comes out of the end of the gun instead of a bullet. Here, we think that Jerry is going to kill Peter when in fact he simply throws the weapon onto the floor in order to give him the instrument with which he wants to be killed at the end of the play. Certainly, Albee often defies expectation and does things to surprise the audience in order to provoke a bigger reaction and keep them on the edge of their seats as the story unfolds. As shown in the previous paragraph, actions and non-verbal communication in this play often speak much louder than the words that the pair say to each other. At the start of the drama, Peter is said to be bewildered by the seeming lack of communication in the stage directions from Albee and then at the end we see this lack of communication transform as Peter resolves to show his feelings in actions and not words. Indeed, Albees stage directions at the end of the play mirror this conscious attempt from Peter to act on his resentment towards Jerry. As Peter unwillingly puts the knife into Jerrys chest at the end of the passage, Albee says just a few words that give a much greater resonance onto the audience than any sort of music or sound effects ever could; Tableau: For just a moment, complete silence. This moment of silence after all of this dramatic tension and suspense acts as a quick release for the audience and allows us, Peter and Jerry to stop and observe the absurdity of the situation that has arisen. The tableau is a way of giving the audience an image with which they can take away with them, resembling the play. Albee wanted to provoke and shock the audience into some form of reaction and this moment here in the stage directions epitomises this fact. We are given a moment to calm down our emotions as the tempo and the intensity of the passage falls to a lower velocity. Moreover, in the second half the scene, Albee describes Jerry and Peter in the stage directions as motionless, almost fainting, talking most faintly and transfixed as opposed to the descriptions of the pair struggling, horrified, still angry and acting contemptuously at the start of the passage. Indeed, the atmosphere of the play constantly changes during the course of this scene and the entire play with Jerry always seeming to dictate and direct what is going to happen next. Although there is a certain aggression shown from both of the characters here in their actions and non-verbal communication, the verbal violence that we encounter during the play and especially in the passage that I have chosen is particularly resonant and would have had a big impact on the audience at the time. Jerry especially tries to provoke Peter into killing him throughout the play until he realises that his words only aggravate his newly found friend and do not provoke him into a blind rage in which he would be prepared to do Jerrys bidding. As Jerry goads Peter into action, he uses verbal violence alongside physical violence in his speech on page. 29. Fight for you daughters, fight for your cats, fight for your wife. At the same time as verbally attacking Peter, he slaps him in the face on every fight that he utters here to emphasize and underline the fact that he is waiting for a reaction and response that he so desperately craves. At the end of the lecture he gives Peter he spits in his face; the lowest form of insult that a man could inflict upon somebody else. It is not surprising then that Peter reacts to this insult more than any other that has been imposed upon him. Much like in Whos Afraid of Virginia Woolf? where George manages to control the characters of Nick, Honey and Martha due to his quick wit and sharp intelligence, Peter is dominated here by Jerrys astute use of language and is provoked and manipulated quite easily by Jerry. Indeed, Nick and Peter are probably the most impressionable characters in both of the plays by Albee here but Peter emerges with a much more sympathetic view from the audience than the pretentious and pompous mannered Nick. Interestingly, more often than not, the clever and manipulative language that both Jerry and George use in both of the plays mean that although that they cause much grief for other characters, they come out with a respect and sympathy that often shrouds the less dominant characters and masks the fact that they are sometimes quite immoral and merciless at heart. In this passage and the whole play we are often attracted to the direct manner with which Jerry addresses his new found acquaintance. Peters comportment is very different. Throughout the play we see a certain reserved attitude; even at the end of the play, he holds his knife in a defensive way and never wants to make the bold, more aggressive move. He is said to back off a little, hesitate and retreat during the passage, which are made to seem like quite unattractive traits, compared to the brash, lovable-rogue and sometimes outrageous personality that Jerry boasts. In this passage and the rest of the play, the main thing that Albee tries to do is explore the dramatic tension of the arrival of an outsider as seen in the other synoptic plays with Teddy, Ruth, Nick and Honey. Albee explores the social and cultural boundaries of the 1950s in The Zoo Story and makes some very intuitive remarks about preconceptions that some people have towards other. In capturing a very normal and quotidian scene, the audience can really relate to some of the messages that Albee gives in regards to human beings failure to connect and communicate with each other. However, Albee also deliberately tries to shock and provoke the audience in some of the ideas that he gives us during the play. Whilst some of the social boundaries may have changed since the time of publication, the issue of murder, suicide and euthanasia still rages today and in its own way the play confronts a very taboo topic whose dramatic impact will never be lessened over time.

Bronfenbrenner’s Ecological Systems Theory Essay -- Sociology

The old African proverb ‘it takes a whole village to raise a child’ (Mohamed, 1996, p. 57) rings significantly through Bronfenbrenner’s Ecological Systems Theory (Bronfenbrenner and Evans 2000); a theory which focuses on gaining insight into human development through identifying the circumstances and considering the environmental influences of which a child is raised not just the genetic components. This essay will endeavour to encompass my understanding of Bronfenbrenner’s theory by incorporating the effect of the theory in child development and the significance of the nested systems with the purpose of illustrating the importance for the development of secondary emotion and the development of the expression of emotion from infancy through to adolescence. Bronfenbrenner’s approach was to study children in their natural environments to explore how a child experiences and interprets their world within a complex system of relationships (Berk, 2009, p. 26). His theory regards the environment of a child; taking into account the practices within that environment and how they might influence development and of the child’s individual connections to show the way in which external forces and the child interrelate to influence their development (Paquette and Ryan, n.d.). It is important to recognise how the interaction of the systems with bidirectional (adults affect children’s behaviour but children’s behaviour can also affect adults’ behaviour [Berk, 2009]) influences within and between the systems can strengthen or interrupt healthy child development as each system contains roles, norms, values, beliefs and rules that can effectively shape their development. From this writers perspective Bronfenbrenner’s theory ... ...ampos, R. G., & Barrett, K. C. (1989). Emergent themes in the study of emotional development and emotion regulation. Developmental Psychology, 25(3), 394-402. doi: 10.1037/0012-1649.25.3.394. Mohamed, E.R. (1996). It Takes a Whole Village to Raise a Child. Peabody Journal of Education, Mentors and Mentoring 71(1), 57. Retrieved from http://www.jstor.org/discover/10.2307/1492552?uid=3737536&uid=2&uid=4&s id=21100750938471 Paquette, D., & Ryan, J. (n.d.). Bronfenbrenner’s ecological systems theory. Retrieved from http://pt3.nl.edu/paquetteryanwebquest.pdf Wilson, R.L. (2003). The emotional life of children. Wagga Wagga: Keon. Wilson, R.L. (2012). Child and adolescent psychology. Week 4. [Psy113 CSU Forums]. Retrieved March 23, 2012 from Charles Sturt University website http://forums.csu.edu.au/perl/forums.pl?forum_id=PSY113_201230_B_D_forum