How the cell phone has affected the classroom Essay Example for Free

How the cell phone has affected the classroom Essay Mobile technology is said to have been around for quite sometime. But in the past it used to be costly and came in the form of a car phone. â€Å"Cell phones connect friends and families. In a moment, across the country or oversees a parent can call his son to see whether he is doing all right† (Armbrustor-Sandoval, p. 64). Businessmen can make their business deals and get everything done when they are away from their offices. Students at school communicate frequently, and this is a case of concern to the administrators. The government has also come in and has considered whether to ban cell phones in schools or not. For sure this instant method of communication has its drawbacks. Cell phones are said to help in interpersonal relationships. According to some people, â€Å"text messages, a popular phone feature has affected the English language† (Silin, 1999, p. 20). â€Å"That is abbreviated messages. The use of vowels has also been affected† (Silin, 1999, p. 20). All the same the cell phones make a big difference in the way people communicate they have increased communication even in schools. The students have taken advantage of the prices of the current cell phones and have forced their parents to buy for them. They have tried to learn the use of these cell phones even as early as fourteen years. For sure parents cannot see anything wrong with buying their children phones and yet they are nowadays affordable by almost everybody. . There is nothing wrong with technology but it normally comes with its disadvantages. However, there are some students who acquire cell phones through peer pressure. When they see their schoolmates with cell phones they also tend to force their parents to buy for them. As such most students if not all have cell phones. They use them even in the classroom. (Silin, 1999, p. 50) The use of cell phones by students normally go undetected especially when the student in question put the cell phone in vibrator then when he gets a call, he pretends to be going for a cell of nature and yet his main aim is to receive the call. It shows that most students do not concentrate in class when the teacher is teaching. The idea has to a good extend made some teachers propose the idea of banning cell phones in schools. Is the idea of banning cell phones in schools a good idea? (Silin, 1999, p. 74) It should be a good idea. If before cell phones came in plenty teachers and students were able to survive without them. What will have changed if they are banned? Or if they should not be banned then the students should always turn them off when in the classrooms and use them where appropriate. But it is hard to abide by the rules. Some may turn them off but there is always that one student who does not care and will always leave his phone on. If cell phones are to be banned in schools let them be banned. Schools are places of education. They are not to be taken as pubs or nightclubs. (Foust, Soukup, 2006, p. 119) Since it has already been argued that the cell phones tend to affect the use of English language, then students will better not be allowed to use them. This message ought to be emphasized to parents not to allow their children to use cell phones. But it will be hard for parents to assume that their children do not use the cell phones, because these cell phones are everywhere (Luke, 2005, p. 86). However, there are some parents who cannot allow their children not to use cell phones. These are normally permissive parents. They will do anything to protect the freedom of their children, even if it means suing the government. So the idea of banning phones in schools is an idea, which should be handled with care. Flexibility is needed on the side of teachers. Also flexibility is needed on the side of the government. There are some parents, who can claim that their children are very responsible, and they know when to put on or put off the cell phone and so they should be allowed to use cell phones even in schools. As such to them the most important thing is for parents to take enough time and teach their children proper use of the cell phone since it ought to be the responsibility of parents to do so. Such parents can go to any length to ensure the freedom and rights of their children are protected. So it is better before the government thinks of banning cell phones in schools, it should first of all think of not allowing technology invent these cell phones (Fretcher, 2000, p. 69). The phones are already with us, and so we have no otherwise but to use them, anywhere, any place. If cell phones are then to be banned from schools, it can sound as if they would have better not have been invented at all. Because children are future users of these important gadgets, it is hard for all parents to agree with the school administration or with the government. Then unless the government thinks of a better way of doing about the presence of cell phones in schools then it will better forget the whole thing. (Foust, Soukup, 2006, p. 240) â€Å"Teenagers have learned to heavily rely on cell phones. † (Armbrustor-Sandoval, 2005, p. 71) But this case shows that in some cases they go to an extend of using them in exam cheating. This is really a serious issue, and it is why the government is contemplating banning cell phones in schools. The case has also extended to include campuses. Banning cell phones is a good idea but some exceptions should be allowed. Cell phones can be used in reporting emergencies. However, the issue of exam cheating is very serious indeed, and should therefore be treated with the seriousness it deserves. Let the government think seriously about it before it is too late. It should not be a matter of allowing students to use their brains when having cell phones, but it should be ensuring that students use their brains in the examinations and nothing else. The use of cell phones is said to â€Å"hinder face – to – face communication†. (Fretcher, 2000, p. 65). So the use of cell phones should in a way generally be discouraged even to other users. It is stupid to rely on cell phone to cheat in exams instead of using brains. It is also not good to destroy over good norms, which have brought us to this present moment. Technologies should do something about these cell phones. It means students should be discouraged to use them and also other general users should be discouraged to use them as well. There are many other cases, which show that teenagers are not the only people who abuse the use of cell phones. There are many cases, which concern adults who abuse the use of cell phones. It is then stupid for teachers and government to find a convenient way of just putting things in one category and try to solve them. It is better for people to be taught how to be accountable. The government has a responsibility of educating the public (Trackson, Lyons, 2004, p. 100). This issue in question should not be allowed to get out of hand. If the parents can not take control of their children then the government should try. Kids have rights to their possessions, and so is everyone else. Let the authorities concerned think hard about the cell phones. Let the issue at hand be handled without discrimination. Banning the cell phones completely is not a good idea. Banning them in schools only is not a good idea either. (Trackson, Lyons, 2004, p127). At the university everyone has a cell phone. Let the kids learn early enough how to use them. The government and the teachers should use common sense. But common sense is not common to everyone. So let the concerned authorities address this issue soberly. â€Å"Scientists should use technology properly and give us better cell phones. They should give us better gadgets which do not interfere with communication in any way. † (Luke, 2005, p. 217) They should give us gadgets which do not cause problems with the use of English language; cell phones which are as perfect as possible. Where there is a will here is a way. Something can still be done. Rules should be made in both schools and public places; rules which instruct how to use phones properly. As such the complaints about the use of cell phones will be minimized. There are people who can argue that some rules are meant to be broken. They can even go to an extend of pinpointing such rules which govern the use of phones in both schools and public places. As such any attempt to ban cell phones is not likely to materialize. What the authorities should do is to try their level best and get a better way. There are parents who take pride at buying their children anything they want. It is very hard to control such parents. They have real love for their children. They want their children to feel loved always. They can say and at the same time argue that it is only a few who have corrupted the use of cell phones and so the majority should not be sacrificed because of just the mistakes of the few people. One of the best ways of handling cell phones in schools is to situate cell phone jammar. This jammar should only be turned off during lunch hour. Jammers are already in use in some places in the United States. Let the government think better. It can always handle these cases (Silin, 1999, p. 348). Cell phones have now got a wide use. Everyone including students needs them; however the idea of using cell phones to cheat in exams is a very serious offense. Let students have their freedom but this freedom should be checked. It is important to have freedom but absolute freedom destroys absolutely. Let democracy prevail but the kind of democracy that is reasonable and useful. In a way when you consider whether students need cell phones while at school or not, the whole idea can sound absurd. Students go to school to learn not to use phones. They cheat with the phones, and so parents should not allow this. Let parents help teachers to fight this tendency, which is now already a habit. Cell phones should be banned in schools (Luke, 2005, p. 139). The government and teachers should act tough and try to make the issue of students using cell phones in schools a past tense. But has the cell phone really affected the classroom? Should the use of cell phones be banned in schools? Work Cited Armbrustor-Sandoval, R (2005):Is Another World possible? Is another classroom possible? Radical pedagogy. Activity and social change; social justice, vol. 32 Foust, R. C. , Soukup, C. (2006); Do I Exist? Transcendent subject and secrets in the sixth sense; Western Journal of communication, Vol. 70.

Drama Script :: Papers

Drama Script MRS JOHNSTONE (shouting) - Put that gun down! Please son, please! MICKEY (looking in Mrs Johnstone) - Stay out of this! This is between me and him, alright! MRS JOHNSTONE (tears coming in her eyes) - please forgive him, son! Please EDWARD - Mickey, listen to your mother, she is right. Maybe we can talk this through MICKEY (looking at Edward in the eye) - You took my wife (Linda) away from me, and you want to talk this through. You don’t deserve to live, you bastard! EDWARD - Mickey, please! Put the gun down. MICKEY- Say one more word, and I’ll shoot you MRS JOHNSTONE (on her knees) - No Mickey put that gun down, please! Two policemen run toward the stage unexpectedly. Both of them holding on to a loaded pistol POLICE 1 (loudly) - Put that gun down, place your hand on your head and step away. MRS JOHNSTONE - Mickey, before you do any thing stupid, listen to me! I have something important to say to you. MICKEY- What could be more important, then to see the death of Edward Lyons MRS JOHNSTONE - Don’t shoot him! And listen to me MICKEY - I can shoot that bastard, if I want to. Is not like that bastard, is related to me. MRS JOHNSTONE (weeping slowly) - You can’t shoot Mickey! EDWARD (smiling at Mrs Jonhstone) - And why not! MRS JOHNSTONE - Because he†¦is MICKEY – he is what! MRS JOHNSTONE (on her knees) – he is you brother†¦.. Mickey†¦ he is your twin brother. EDWARD (with a surprised tone) – Is this †¦.true, Mrs Johnstone. Mickey is my twin brother! Mrs Johnstone nods her head slowly and looks at Mickey. MICKEY (with a shock facial expression) – please tell me you are joking! I get it you are lying to me, so I’ll put the gun and not shoot Edward. MRS JOHNSTONE (calmly) – Does it look like, I’m joking.

Faminism in Anna Karenina

In the closing chapters of Leo Tolstoy’s Anna Karenina (Penguin Books, 2003), Dolly, Anna’s sister-in-law, reveals that â€Å"Whatever way one lives, there’s a penalty. † This is the central message in Tolstoy’s work, a tragedy whose themes include aristocracy, faith, hypocrisy, love, marriage, family, infidelity, greed, and every other issue prevalent among human beings. Anna Karenina is a tragic figure, but she can also be considered a feminist one. Her experiences resonate with female readers because she does the unexpected: she moves against the grain.And with any woman—at least in literature—who accomplishes the unexpected, the inappropriate, she pays the price for it. A Princess, an aristocrat married to Count Alexei Karenin, an important man twenty years her senior, Anna Karenina is a socialite, a respected woman, a wife, and a mother. It seems as if she has it all, until she meets the handsome and charming young Count Alexei Vr onsky. He stirs things in her—physical and emotional—that she has never experienced. This lack of experience in the spaces of love and desire is common—historically—for women.They married who they were told to marry—for money, for titles, and for security. Not for love. Anna Karenina is not in love with her husband. She tolerates him, but secretly she feels repulsed by this rigid, domineering, and paternal man twice her age. Vronsky’s wooing of her endanger s her place in society, her marriage, and even her role as mother. When she succumbs to an affair with him, she does so with open eyes, aware of all that she is sacrificing for the sake of love.And this isn’t the tragedy of the novel, of the situation. The tragedy is that she is a woman in a man’s world: â€Å"It was fate; she was doomed† from the start. And she was doomed because she was a woman acting out on her desires. Paralleled to her brother, Stiva, and his ins uppressible and known womanizing, the novel demonstrates the evident attitudes society had at this time toward men and women acting in similar fashion. Men, the public faces of society, had the power, the voice, and the volition to act in any way they wished.Stiva’s womanizing is something his wife, Dolly, has to suffer silently. She has no power to stop it. She is merely the wife. She goes about her business taking care of the home and her children, knowing that gossip and shame shadow her footsteps. Although infidelity is looked upon as an act of dishonor, society looks the other way when men succumb to its powers. Men continue to keep their marriages, the power in the home—over their wives and children, their jobs, and their place in society goes unvarnished.Even Vronsky, who openly seeks the affections of Anna, a married woman, a mother, and has an affair with her, has eyes rolled at him, but his career is never placed in danger. He does not lose his place in socie ty, his options, his money, or his power. He loves, he takes what he wants, and then when he is done—when Anna becomes too obsessive, too cumbersome an affair—he simply walks away. In the end, he’s lost nothing. He gave up nothing. With women, following their hearts is not so acceptable. It’s a tragedy, as we come to see with Anna.In following her heart, her passions, Anna loses her marriage, which is controlled by Karenin, who kicks her out of their home, but refuses to give her a divorce. In this way, she cannot marry Vronsky. She is forced to become his mistress and live with him in disgrace. When she takes her love out into the public, she is shunned by the same people who once loved her, while everyone shakes Vronsky’s hands. And the most valuable asset that she loses is access to her son, who is told that she is dead. Having lost everything and everyone, the only thing that remains is Vronsky.And she grabs on to him with great force, with des peration, pushing him farther and farther away from her with every aching need she can muster. But he grows tired of her love and confesses to her that â€Å"A man needs his career,† for he still has that fall back on. She has nothing. In losing him, she loses everything, and it is no wonder that she commits suicide. A woman in her day, having lost her place in society, her role as mother and wife, she cannot sustain herself. She gave everything up for love, for passion, for herself, to feed her own desires, but no one gave anything up for her.She dies tragically, while everyone around her continues to move on without her. Today, we can look at a character like Anna Karenina and come face-to-face with a feminist: she is strong, determined, bold, and she fights the patriarchal powers that tell her she cannot have what men are allowed, no matter their place in society. And even though her attempts come crashing around her in the end, resulting in her violent suicide, she had th e courage to act against the norm. This is empowerment. This is a feminist.

Rhetorical Analysis “and Ain’t I a Woman” - 1091 Words

Daizelle Huggins Engl 1301 Mr. Baggaley 9/17/11 Rhetorical Analysis â€Å"And Ain’t I a Woman† In the speech â€Å"And Ain’t I a Woman† Sojourner Truth speaks on why women should have rights at the Woman’s Rights Convention in 1851. There were women, men, Methodist, Baptist, Episcopal, Presbyterian, and Universalist ministers in the church who didn’t want Sojourner Truth to speak from when she walked in the door because she was a woman. The writer Frances Gage said â€Å"Again and again, timorous and trembling ones came to me and said, with earnestness,† â€Å"Don’t let her speak, Mrs. Gage, it will ruin us. Every newspaper in the land will have our cause mixed up with abolition and niggers, and we shall be utterly denounced.† (Truth 875) In those†¦show more content†¦Another strength was that she had experience in speaking during meetings and she knew what to say and how to say it to get her audience to understand where she was coming from. She also used information from the bible to support her statements. The only weakness that she showed was the fact that she was illiterate and spoke with broken English, but that did not stop her from making her audience understand what she was saying. Sojourner Truth’s ‘Ain’t I a woman† speech had many things in common with Martin Luther King’s â€Å"Letter from Birmingham Jail†. Truth gave her speech to help people better understand why women need rights that are equal to men. She listened to what everyone had to say about women’s rights then when it was her time to speak she used everyone’s arguments and flipped them so that she could make the audience think. Truth used ethos, pathos, and logos when she gave her speech so that she could reach out to each audience member. In the â€Å"Letter from Birmingham Jail† Martin Luther King wrote to the clergy men to help persuade the clergy men that African Americans deserved to be free. 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