The Sexual Misconduct Underage Girls In The Swimming Teams Undergo Movie Review

The Sexual Misconduct Underage Girls In The Swimming Teams Undergo Under Their Coaches - Movie Review Example The coaches see the girls as easy prey and spread their sexual tentacles to them. They threaten them to ensure that word of their sexual misconduct does not reach adults. Their sexual misconduct is a slow process that starts with simple talks and then advances to caressing. This is followed by kissing and later fondling. Some stop at this point but some coaches simply break the limit. They advance to deep kissing and later full sexual intercourse (Ross, 2010). They do not care that these are minors they are dealing with which is not only legally unacceptable but it is morally and ethically inappropriate. They do not care about the lives of the young girls they are messing around with nor do they care about the life long trauma the girls will get as a result of guilt and harboring secrets. All they care about are their own sexual gratification and when discovered, they quickly relocate to another state and continue the same cycle. The other key point raised is the fact that the US swimming association does not take the issue seriously. It defends their coaches and lets them back on the job after suspension or simply with a warning. They also fail to conduct proper background checks on a coach before being hired and they simply rely on official criminal records. Many coaches who are sexual molesters and have gotten away with it still roam around and seek similar jobs elsewhere and hunt for new preys to sexually molest.

What Is A Feminist? :: essays research papers

FEM-I-NIST n. A person who is involved in the movement advocating the granting of the same social, political and economic rights to women as the ones granted to men. When asking the question, "What is a feminist?," I received some very strange responses. When I posed this question, the people who answered seemed to be confused about their own beliefs. The question was also much more controversial than I had anticipated. The group that I asked was comprised of six females and four males, and was only moderately ethnically diverse (being one African-American, one multiracial person and one Israeli). They had many ideas about what it meant to be a feminist. Going into this assignment, I assumed that everyone would have the same ideas about feminism that I did. I believe that a feminist can be many different types of people. My definition includes women who are not afraid of their own power, and are not afraid of the power of the patriarchal society, and stands up for what they believe in throughout every aspect of their life. There are also male feminists who recognize some of the wrongs that have been done to women, and support the movement to change them. A feminist can be the militant, angry female who thinks that men are against her or the soft-spoken pro-choice woman who believes in her right to choose her own health care. I believe that feminists come in all shapes and sizes, and may not be able to fit into the label that encompasses them. In my experiment, people's view of feminism came in two varieties. One version of answers focused on a positive view of feminism. After posing the question, a friend of mine named Katrina immediately responded, feminism is the "reason why you can have a bank account in your own name." Another friend, who considers herself a feminist, said that feminism is "a person who believes in complete equality; socially, economically and otherwise, between males and females." She also said "because we live in a heteropatriarchy, (feminism includes) going out of your way to support women and help lessen the gap - I will be post-feminist in the post patriarchy." I also heard from a friend named Beth that "a feminist is someone who believes in equal rights for women, even in football". She thinks that they "go out and fight, sometimes bra-less." Greta says that a feminist is "a person who respects and is considerate towards women's rights and will do anything in their power to achieve them.

John Lock’Es View on Innate Knowledge Essay

John Locke, a renowned English philosopher in the seventeenth century, argued against the pre-existing prevalent belief of innate knowledge, such as those led by Descartes. Many of Locke’s arguments begin with criticisms on philosophers’ opinion on innate knowledge, notably Descartes. Therefore, many of Locke’s arguments are direct rebuttals of Descartes and other philosophers’ beliefs about the existence of innate knowledge. To arrive at the conclusion that innate knowledge is impossible, Locke comes with various premises and rebuttals that add weight to his arguments. First, Locke emphasizes that knowledge and ideas are learned through experience, not innately. He argues that people’s minds at birth are ‘blank slate’ that is later filled through experience. Here, the ‘senses’ play an important role because ‘the knowledge of some truths, as Locke confesses, is very in the mind; but in a way that shows them not to be innate’. By this, Locke argues that some ideas are actually in the mind from an early age but these ideas are furnished by the senses starting in the womb. For example, the color blue and the  Ã¢â‚¬Ëœblueness’ of something is not that which is learned innately but is some is learned through exposures to a blue object or thing. So if we do have a universal understanding of ‘blueness’, it is because we are exposed to blue objects ever since we were young. The blue sky is what many would acquaint with blue easily and at a young age. Second, Locke argues that people have no innate principles. Locke contended that innate principles rely upon innate ideas within people but such innate ideas do not exist. He says this on the basis that there is no ‘universal consent’ that everyone agrees upon. Locke quotes that ‘There is nothing more commonly taken for granted that there are certain principles universally agreed upon by all mankind, but there are none to which all mankind give a universal assent’. This argues against the very foundation of the idea of innate knowledge because principles that garner universal assent are thought to be known innately, simply because it is the best explanation available. However, it cannot even be an explanation for such belief because no ‘universal consent’ exists. Rationalists argue that there are in fact some principles that are universally agreed upon, such as the principle of identity. But it is far-fetched to claim that everyone knows this principle of identity because for the least, children and idiots, the less-intelligent ones are not acquainted with it. There are several objections to these premises and arguments that are outlined above. The argument by Locke that there are some ideas that are in the mind at an early age gives credence to argument for the innate ideas. For ideas to be furnished by the senses later on there has to be ideas that are laid as foundations. If such ideas are innate, as acknowledged by Locke, no matter how trivial or less significant these ideas may be as one may argue, such claim could give weight to the idea of innate knowledge. Innate knowledge or ideas, after all, doesn’t imply that all ideas are innate because as one can see, there are things that we learn through our experiences and encounters in life as well. So as long as there is even the basic principle that is innate early in life, then innate knowledge can be known to exist. The validity behind the claim that there is no ‘universal consent’ is also questionable. Locke argues that no principle that all mankind agrees upon exists because there are those who are not acquainted with such principle, notably children and idiots. However, the terms children and idiots are somewhat misguided. How are children and especially the idiots categorized? Is there a specific criteria used for those who are classified as idiots? It is hard to generalize that idiots or those who are deemed less intelligent are not acquainted with certain principles because at times, intelligence is not the best indicator of someone’s knowledge or ideas. There are many intelligent people out there who take their status for granted and do not think, contemplate or make an effort to their best extent. The objections that are made against the initial arguments can be defended in certain ways. Regarding the objection that since there are innate ideas in the mind at an early age, innate knowledge exists, the term ‘innate’ should be thought of again in greater detail. Innate knowledge has to be significant enough for us to recount to be considered such. Thus, there comes a risk with considering the ideas within our minds early on as innate. For example, the knowledge of our hands and feet maybe imbedded to us at a very early stage. The knowledge of using our hands and feet are not so significant. The knowledge that we gain through our use of hands and feet could be vital knowledge that we may recount throughout. Throwing a baseball properly under a coach’s instructions is an example. Also, there is the claim that intelligence cannot be the sole indicator of one’s acquisition of ‘universal consent’ and that there isn’t a clear distinction of those who can understand universal principles to those who cannot. However, the important focus here should not be on defining ‘idiots’ and intelligence but on that universal consent is hard to be assembled by every single mankind. Therefore, more should be considered than just innate knowledge that could garner universal consent. Empirical principles that are derived from experience could garner universal assent too. For example, the fear of ‘dying’ or ‘getting seriously injured’ could mean that people would not jump out the roof from tall buildings. And this belief could be universal among all.

Teaching the Id, Ego, and Superego With Dr. Seuss

One of the best secondary classroom crossover units between the discipline of English Language Arts and the courses that cover Psychology—usually through the discipline of Social Studies—is a unit on the National Council of Teachers of English  (NCTE)  on their  Read, Write, Think  website.  This unit covers the key concepts of Freudian psychology as a science or as a tool for literary analysis  in a highly engaging manner. The unit is titled  Ã¢â‚¬Å"Id, Ego, and the Superego in Dr. Seuss’s  The Cat in the Hat. Julius Wright of  Charleston, South Carolina—the lesson creator—uses  the iconic elementary text from The Cat in the Hat  to teach students to analyze a literary work using the plot, theme, characterization, and psychoanalytic criticism. The unit is designed for eight 50 minute sessions. Students will read Dr. Seusss  The Cat in the Hat  and analyze the development of each character from the text and pictures using Sigmund Freuds  personality theories. The students will determine which characters exhibit the characteristics of id, ego, or superego. Students can also analyze the static nature of characters (i.e.: Thing 1 Thing 2) locked in one stage. Wright provides student-friendly definitions and commentary for each psychoanalytic stage in one of the handouts on the  Read, Write, Think  website. Freuds Psychoanalytic Personality Theory for Students Wright provides a student-friendly description for each of the three elements of personality: The id is the part of the personality that contains our primitive impulses—such as thirst, anger, hunger—and the desire for instant gratification or release. The id wants whatever feels good at the time, with no consideration for the other circumstances of the situation. The id is  sometimes represented by a devil sitting on someone’s shoulder. As this devil sits  there, he tells the ego to base behavior on how the action will influence the self, specifically how it will bring the self pleasure. Example from the Dr. Seuss text, The Cat in the Hat: â€Å"I know some good games we could play,† said the cat.â€Å"I know some new tricks,† said the Cat in the Hat.â€Å"A lot of good tricks. I will show them to you.Your mother will not mind at all if I do.† Wrights student-friendly description for the Superego  stage: The superego is the part of the personality that represents the conscience, the moral part of us. The superego develops due to the moral and ethical restraints placed on us by our caregivers. It dictates our belief of right and wrong. The superego is sometimes represented by an angel sitting on someone’s shoulder, telling the ego to base behavior on how the action will influence society. Example from the Dr. Seuss text,  The Cat in the Hat: â€Å"No! Not in the house!† Said the fish in the pot.â€Å"They should not fly kites In a house! They should not.Oh, the things they will bump! Oh, the things they will hit!Oh, I do not like it! Not one little bit!† Wrights student-friendly description for the  Ego stage: The ego is the part of the personality that maintains a balance between our impulses (our id) and our conscience (our superego). The ego works, in other words, to balance the id and superego. The ego is represented by a person, with a devil (the id) on one shoulder and an angel (the superego) on the other. Example from the Dr. Seuss text,  The Cat in the Hat: â€Å"So we sat in the house. We did nothing at all.So all we could do was to Sit! Sit! Sit! Sit!And we did not like it. Not one little bit.† There are many examples in ​The Cat in the Hat, and the personality types may overlap, which encourages healthy debate and discussion between students. Common Core  Standards Other handouts for this unit include a  Defining Characterization  worksheet that supports details about direct and indirect characterization, as well as a chart of the five different methods of indirect characterization for students to use in analyzing The Cat in the Hat.  There are also extension activities featured on the handout  The Cat in the Hat  Projects  with a list of potential essay topics for an analytical or evaluative essay of characters. The lesson meets specific Common Core standards, such as these anchor standards (for grades 7-12) for reading that can be met with this lesson: Analyze how and why individuals, events, or ideas develop and interact over the course of a text.Compare and contrast treatments of the same topic in several primary and secondary sources. If there is an essay assigned from suggested topics, the anchor writing standards (for grades 7-12)  for writing could be met: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Using the Illustrations as a Visual Guide In teaching the lessons, it is very important that each student has a copy of The Cat in the Hat  as  the illustrations contribute to their characterizations of the different Freudian stages. In teaching the lesson to grade 10 students, many of their observations were centered around pictures. For example, students could connect illustrations to specific behaviors: The bland faces of the Narrator and his sister, Sally, at the beginning (ego stage);The manic behavior of Thing 1 and Thing 2 as they fly kites in the house (id stage);The fish out of the water, risking his life to lecture the Narrator and Sally (superego). Literary Analysis and  Psychology Class Students in grades 10-12 may be taking psychology or AP Psychology as an elective. They may be already familiar with Sigmund Freuds work  Beyond the Pleasure Principle  (1920),  The Ego and the Id  (1923), or  Freud’s seminal work  The Interpretation of Dreams (1899). For all students, Psychoanalytic Criticism builds on the Freudian theories of psychology.  The OWL at Purdue website features the commentary of  Lois Tyson. Her book, Critical Theory Today, A User Friendly Guide discusses a number of critical theories that students may use in text analysis.   In the chapter on psychoanalytic criticism, Tyson notes that: [...]Some critics believe that we read psychoanalytically[...]to see which concepts are operating in the text in such a way as to enrich our understanding of the work and, if we plan to write a paper about it, to yield a meaningful, coherent psychoanalytic interpretation  (29). Suggested questions for literary analysis using psychoanalytic criticism are also on the OWL website include:   How can characters behavior, narrative events, and/or images be explained in terms of psychoanalytic concepts of any kind?What does the work suggest about the psychological being of its author?What might a given interpretation of a literary work suggest about the psychological motives of the reader?Are there prominent words in the piece that could have different or hidden meanings?Could there be a subconscious reason for the author using these problem words? Literary Applications of  Psychoanalysis After the unit students can take this idea and analyze a different piece of literature.  The use of psychoanalytic criticism humanizes literary characters, and discussions after this lesson can help students develop an understanding of human nature. Students can use their understanding of id, ego, and superego from this lesson and apply these understandings to characters in more sophisticated works, for example:   Frankenstein  and the Monsters shifts between id and superego.Dr. Jekyll and Mr. Hyde  and his attempts to control id through science.Hamlet  and his ego as he wrestles with the dilemma of avenging his fathers murder. All literature can be viewed through this psychoanalytic lens.