Annotated Bibliography – mossmacabe

The Conjuring. 2013. [DVD] Directed by J. Wan. New Line Cinema.

BACKGROUND:

In 1970, demonologists Ed and Lorraine Warren are called to help Carolyn and Roger Perron, as well as their five young daughters, with the demon that they are being tormented by.

HOW I USED IT:

I used The Conjuring series as an example of my thesis, which is that “Based on a True Story” films and books are inherently exploitative.

The Conjuring 2: The Enfield Case. 2016. [DVD] Directed by J. Wan. New Line Cinema.

BACKGROUND

In 1977, the Warrens come out of a self-imposed sabbatical to assist with the case of Peggy Hodgson, a single mother of four children who believes her daughter is possessed by a demon.

HOW I USED IT:

I used The Conjuring series as an example of my thesis, which is that “Based on a True Story” films and books are inherently exploitative.

The Conjuring 3: The Devil Made Me Do It. 2021. [DVD] Directed by M. Chavez. Produced by James Wan.

BACKGROUND:

The Warrens are brought in to consult of the case of Arne Cheyenne Johnson, who murdered his landlord while being possessed by a demon that entered his body after the exorcism of David Glatzel.

HOW I USED IT:

I used The Conjuring series as an example of my thesis, which is that “Based on a True Story” films and books are inherently exploitative. This is especially true in the case of David Glatzel, who was a child when this incident occurred and has since asked to be left alone.

The Exorcism of Emily Rose. 2005. [DVD] Directed by S. Derrickson and P. Harris Boardman.

BACKGROUND:

Reverend Moore is being prosecuted for the wrongful death of a girl he performed a church-sanctioned exorcism on, but the case is not all that it seems.

HOW I USED IT:

I used this film as another example of this genre being exploitative. The director of this film took the story of a severely ill young woman who died from neglect and turned it into a profitable horror show. 

Whitney, C., 1976. Germans Stirred by Death of Woman in Exorcism. The New York Times

BACKGROUND:

    Annelise Michel, a 23-year-old German student from West Germany, dies from malnutrition and dehydration. After a long battle with mental illness, her family turned to religion, and 67 exorcisms were performed on her in the year before her death.

HOW I USED IT:

I used this article to give context to the plot of The Exorcism of Emily Rose and its real-world tragic inspiration. 

Storr, W., 2017. The Conjuring 2: what really happened during the Enfield Haunting?. [online] Available at: <https://www.telegraph.co.uk/films/2016/06/13/the-conjuring-2-what-really-happened-during-the-enfield-haunting/>

BACKGROUND:

An exploration of the real-life inspiration behind The Conjuring 2: The Enfield Case. Ultimately, it was revealed that the haunting was an elaborate hoax thought up by the mother to attract money and journalists.

HOW I USED IT:

I used this article to give context to the plot of The Conjuring 2.

Serena, K., 2021. The Creepy True Stories Behind ‘The Conjuring’ Films. [online] All That’s Interesting. Available at: <https://allthatsinteresting.com/true-story-of-the-conjuring-perron-family-enfield-haunting>

BACKGROUND:

    An explanation of each of the stories that inspired the popular Conjuring trilogy.

HOW I USED IT:

Further context on the origins of each of the Conjuring films.

ABC News, 2015. Owners of Home on Which the Movie ‘The Conjuring’ Is Based Sue Warner Bros.. [online] Available at: <https://abcnews.go.com/Lifestyle/owners-home-movie-conjuring-based-sue-warner-bros/story?id=34789302>

BACKGROUND:

    After the release of The Conjuring in 2013, the owners of the house that the story was based on sue James Wan for throwing them into the public eye, resulting in fans breaking into their home and sacrificing animals on their property. The owners, Norma Sutcliffe and Gerald Helfrich, ultimately have to sell their home of almost thirty years to escape the spotlight.

HOW I USED IT:

Norma Sutcliffe and Gerald Helfrich were forced to sell their long-time home due to harassment caused by the popularity of the Conjuring films. 

ABC News, 2006. Amityville Horror: Horror or Hoax?. [online] ABC News. Available at: <https://abcnews.go.com/Primetime/story?id=132035&page=1&singlePage=true>

BACKGROUND:

Was the Amityville Horror an elaborate hoax concocted by the Lutz family in order to gain game and fortune? Interviews with friends, family, and neighbors suggest that this might be true.

HOW I USED IT:

The Lutz wrote the book on exploiting a horrific crime for money and entertainment, according to those that knew them best. Their case is strongly tied with the Warrens. 

Bever, L., 2016. The ‘Amityville Horror’ house is for sale: Five bedrooms, 3.5 bathrooms and one bloody history. [online] The Washington Post. Available at: <https://www.washingtonpost.com/news/morning-mix/wp/2016/06/22/the-amityville-horror-house-is-for-sale-five-bedrooms-3-5-bathrooms-and-one-bloody-history/>

BACKGROUND:

    A retelling of the horrifying history of the infamous Amityville Horror house and the crimes that were committed there. The home was the host of a six-person murder in 1974 when Ronald Defeo Jr. shot down his parents and siblings.

HOW I USED IT:

I used this to give context to the reason the Lutz believed their home in Amityville was haunted. Ronald Defeo Jr. has murdered his parents and siblings there just a year previous. 

Lugrigio, A. and Harris, A., 2007. Mental illness and violence: A brief review of research and assessment strategies.

BACKGROUND:

    An examination of the relationship between mental disorders and violent behavior and evidence such as the MacArthur Study suggest that mental illness and violence towards others are not inherently connected.

HOW I USED IT:

I used this article as evidence that shows that those who suffer from mental illness are not inherently violent towards others. 

Stuart, H., 2003. Violence and mental illness: an overview. World Psychiatry, 2, pp.121-124.

BACKGROUND:

A medical journal that studies specific cases that examine the relationship between violence and illness. The journal suggests that while there is some violence among a percentage of people with mental afflictions, it is almost always an outside influence that caused the violence (child abuse, substance abuse, negligent caretakers, etc.)

HOW I USED IT:

Further evidence to support the theory that mentally ill people are not inherently violent.

Loren, R., Mulvey, E., Robbins, P., Silver, E., Steadman, H., Monahan, J., Grisso, T., and Appelbaum, P., 2001. Rethinking Risk Assessment: The MacArthur Study of Mental Disorder and Violence. Oxford: Oxford University Press.

BACKGROUND:

    A commonly referenced study that proves mental illnesses such as schizophrenia and psychosis are not inherently connected to violence towards others.

HOW I USED IT:

Further evidence to support the theory that mentally ill people are not inherently violent.

Posted in Assignments, Bibliography | Leave a comment

self reflective statement- chickennuget444

Core Value 1. My work demonstrates that I used a variety of social and interactive practices that involve recursive stages of exploration, discovery, conceptualization, and development.

Throughout this semester, I have used a variety of social and interactive practices that involve recursive stages of exploration, discovery, conceptualization, and development. I have requested, received, and responded to feedback from my professor. One example of when I did this was for my rebuttal rewrite. I believe that I did a really good job at taking suggestions and adding them to my piece as well as making corrections. For example, one issue I had was “switching agents” too often by using words such as “people” or “you”. By getting feedback, this was called to my attention and I was able to change that throughout my entire research paper. This was difficult to do, but the “not because” exercise we did in class where we had to change the wording prepared me for editing my own paper. I think I’ve really improved in catching mistakes like that and now am able to correct them myself. 

(https://compclass2021.com/2021/11/17/rebuttal-rewrite-chickennuget444/)  

Core Value 2. My work demonstrates that I read critically, and that I placed texts into conversation with one another to create meaning by synthesizing ideas from various discourse communities. 

I believe that my work demonstrates that I read critically. Throughout the semester, we have been given many assignments that require reading texts and responding to them. I believe that I now have the ability to read arguments closely in order to interpret and understand an author’s messages. Also, I am able to critically evaluate, critique, and question those messages. I think that this can be seen through my work on the Purposeful Summaries because I had to read and analyze what the author said, and then write it in my own words. I think I was able to achieve this pretty well. Doing this task improved my critical thinking and reading skills. I have improved at reading someone else’s work and rephrasing and telling it from my perspective. 

Summaries- chickennugget444

Core Value 3. My work demonstrates that I rhetorically analyzed the purpose, audience, and contexts of my own writing and other texts and visual arguments.

I believe that my work demonstrates that I rhetorically analyzed the purpose, audience, and contexts of my own writing and other texts and visual arguments. One example of this is my visual rhetoric analysis. When doing this assignment, I had to look very closely and learn to be extremely descriptive. For every few seconds of the video, I wrote an analysis on what I thought was going on, and described things to the reader as if they had never seen it. For example, I was very specific in describing the opening shot of the family at the dinner table. I described everything from how many people were there to what they were eating. From the way things looked, I made the assumption that it was a family party or celebration of some sort, as was correct in the end. 

visual rewrite – chickennuget

Core Value 4: My work demonstrates that I have met the expectations of academic writing by locating, evaluating, and incorporating illustrations and evidence to support my own ideas and interpretations.

I think that my work demonstrates that I have met the expectations of academic writing by locating, evaluating, and incorporating illustrations and evidence to support my own ideas and interpretations. I believe that this is a really important skill to have. By finding sources, you provide your reader with the evidence necessary for them to trust what you are trying to tell them. One example of when I did this is in my definition argument. Throughout this argument, I used many different sources. I found many sources throughout that argument in order to defend my claims. I feel that the quotes that I selected really helped to back up my ideas and claims. 

definition rewrite- chickennugget444

Core Value 5. My work demonstrates that I respect my ethical responsibility to represent complex ideas fairly and to the sources of my information with appropriate citation.

I believe that my work this semester demonstrates that I respect my ethical responsibility to represent complex ideas fairly and to the sources of my information with appropriate citation. I think that mty annotated bibliography shows this very well. In my annotated bibliography, I described each article and how specifically I used each quote from the articles. I also explained the ways in which the articles improved my research paper, giving credit to the authors. I understand how important it is to respect each author, and also how to use information from articles in my pieces while still including my original thoughts.

annotated bibliography- chickennuget444

Posted in Reflective SP23, You Forgot to Categorize! | 1 Comment

annotated bibliography- chickennuget444

  1. A beginner’s guide to meditation. (2020, April 22). Retrieved December 04, 2021, from https://www.mayoclinic.org/tests-procedures/meditation/in-depth/meditation/art-20045858.

Background: This article describes how meditation is a simple and fast way to reduce stress. The author discusses what meditation is, the benefits of meditation, and also looks at the mental illnesses that meditation can be helpful to. The article also provides information on the different types of meditation. 

How I used it: In the feedback I received for my rebuttal argument, I was told to describe the different types of meditation. I used this article to describe some of the different types of meditation and how mindfulness meditation is different from Vipassana meditation. 

  1. Cuncic, A. (2020, December 10). The benefits of meditation for generalized anxiety disorder. Retrieved December 04, 2021, from https://www.verywellmind.com/the-benefits-of-meditation-for-generalized-anxiety-disorder-4143127

Background: This article is very similar to the first. It gives general knowledge on what meditation is and how it can be used to treat anxiety amongst many other mental illnesses such as depression. However, it was different from my first source because it actually discussed mindfulness meditation specifically. This article also includes specific tips of how to go about mindfulness meditation. 

How I used it: This article was very useful to me because I used to help describe what exactly mindfulness meditation is and how it differs from other types of meditation techniques. I wanted to emphasize the use of mindfulness meditation compared to Vipassana, especially in my rebuttal argument. 

  1. Casabianca, S. (2021, June 23). Meditation for anxiety symptoms: Does it work? Retrieved December 04, 2021, from https://psychcentral.com/anxiety/meditation-for-anxiety

Background: This article focuses on meditation, what it is, and how it can be used to treat anxiety. It also provides some information on the history of meditation, and some statistics and studies to prove that meditation has helped people with anxiety. In this article, it states that mindfulness meditation is the best type of meditation for a person who suffers from anxiety to try. 

How I used it: I used this article to help back up my claim that meditation can be used to combat anxiety. This article was also very useful because it discusses mindfulness meditation specifically. 

  1. Anxiety disorders. (n.d.). Retrieved December 04, 2021, from https://www.nimh.nih.gov/health/topics/anxiety-disorders

Background: This article discusses anxiety disorders. It discusses all different types of anxiety disorders, as well as the signs and symptoms of this disorder. This article also includes information about possible treatments for anxiety, including a variety of options such as meditation, antidepressants, and support groups. 

How I used it: This article was very useful because in order to explain how meditation can help anxiety, I first had to explain what anxiety is and why it is so important to find something that can treat it. Using the information from this website helped to show how difficult it can be to live with an anxiety disorder, the outcomes of leaving anxiety untreated, and why meditation is such an important tool in life. 

  1. Chow, S. (2021, March 18). Meditation history. Retrieved December 04, 2021, from https://www.news-medical.net/health/Meditation-History.aspx

Background: This article discusses the history of meditation. It talks about how and where it originated, and how it has changed over time to this day.  This article goes through the ancient origins of meditation, and how it spread to other cultures. 

How I used it: This article was useful to my research paper because it provided me with background information on meditation. I feel like it was important to include where it came from because without that knowledge, I feel that the reader would have trouble trusting my claims. 

  1. Anxiety medication: List, types, and side effects. (n.d.). Retrieved December 04, 2021, from https://www.medicalnewstoday.com/articles/323666

Background: This article discusses anxiety medication. It describes what selective serotonin reuptake inhibitors are, serotonin norepinephrine reuptake inhibitors, tricyclic antidepressants, and more.  It also includes all the side effects of each medication. 

How I used it: I used this article to explain the negative side effects of anxiety medication. In my paper, I felt it was important to expose the bad sides of medication in order to show that sometimes, it is not needed because meditation can actually be just as effective. 

  1. Lu, D. (2019, May 14). A quarter of people who meditate experience negative mental states. Retrieved December 04, 2021, from https://www.newscientist.com/article/2202323-a-quarter-of-people-who-meditate-experience-negative-mental-states/

Background: This article talks about people who have reported negative emotions from their meditation experiences. It reveals that some people who participated in vipassana meditation experienced negative emotions. 

How I used it: This is the article I disagreed with for my rebuttal argument. The article states how people experience negative emotions after participating in Vipassana meditation. In my paper, I decided to use that to show how it is important to know that there are many different types of meditation, and one should not just jump right into vipassana. 

  1. What people get wrong about meditation. (n.d.). Retrieved December 04, 2021, from https://www.headspace.com/articles/what-people-get-wrong-about-meditation

Background: This article discusses the myths and misconceptions people generally have about mediation. It makes clear that meditation is not for a “certain type of person” and can be done by anyone, that mediation does not have to be religious at all, that it is not “serious”, and does not require planning.  

How I used it: This article was helpful to me because in my rebuttal I talk about how so many people have misconceptions about meditation. I used a quote from the author who was basically saying the same thing. I used that quote to reinforce the belief that meditation can look different for anyone. 

  1. Welch, A., Rapaport, L., Chai, C., Millard, E., Upham, B., Weinstock, C., . . . Vogt, C. (n.d.). A guide to 7 different types of meditation. Retrieved December 04, 2021, from https://www.everydayhealth.com/meditation/types/

Background: This article discusses 7 different types of meditation and how each of them is done. 

How I used it: I used to this to describe guided meditation, transcendental meditation, and mindfulness meditation. I used quotes from this article to show how these 3 types of meditation are much more gentle, and easier to do than ones such as Vipassana.

Posted in Bibliography | Leave a comment

Bibliography—kingofcamp

  1. CARPENTER, L. A. U. R. A. M. (2002). Gender and the meaning and experience of virginity loss in the contemporary United States. Gender &amp; Society, 16(3), 345–365. https://doi.org/10.1177/0891243202016003005

    Background: This detailed analysis focuses on how gender affects the idea of virginity and virginity loss— a conceptual idea. The central argument of the analysis is that men and women perceive virginity and virginity loss differently. Sixty-one women and men of diverse sexualities and ethnicities all gathered to answer a set of questions with conductor of the study, Laura M. Carpenter, at Johns Hopkins University.

    How I used it: This analysis was the foundation of my thesis— what initially got me started on working towards my research. Carpenter brings forward a new perspective that teaches readers that men and women conceptualize virginity and virginity loss differently. Inspired, I began to question my own ideas of virginity and virginity loss.

  2. Wight, D., Parkes, A., Strange, V., Allen, E., Bonell, C., &amp; Henderson, M. (2008). The quality of young people’s heterosexual relationships: A longitudinal analysis of characteristics shaping subjective experience. Perspectives on Sexual and Reproductive Health, 40(4), 226–237. https://doi.org/10.1363/4022608

    Background: This academic article details a largescale study managed by European researchers from different universities around the United Kingdom. Leaders of the research team surveyed the quality and different aspects of heterosexual young adult couples in both Scotland and England. Researchers argue that sexual relationships overlook subjective experiences and enjoyment. After conducting this study, researchers found that sexual relationships are a personal experience effected by background, age, gender, and circumstances relating to the sexual interaction.

    How I used it: This article demostrates that sexual interactions are a subjective manner. A personal experience, sexual intercourse is highly subjective. I used this newly found information to argue that female virginity is ambiguous, like sexual intercourse, female virginity is subjective.

  3. Fredrickson, B. L., &amp; Roberts, T.-A. (1997). Objectification theory: Toward understanding women’s lived experiences and mental health risks. Psychology of Women Quarterly, 21(2), 173–206. https://doi.org/10.1111/j.1471-6402.1997.tb00108.x

    Background: This remarkable article published under the Psychology of Women Quarterly is an outline describing how objectification affects women’s lives and mental health. Primarily discussing issues in abstracts, this article promotes the notion that objectification causes a number of mental health problems, including depression and anxiety. Permanently altered, girls and women face a lack of self-worth. Authors Barbara L. Fredrickson and Tomi-Ann Roberts argue that objectification (of women) is a deep-rooted issue that must be eliminated in order to help improve the lives of girls and women alike.

    How I used it: This outstanding article was the meat of my causal argument. The data and analysis of this academic article was rich in its information. Utterly moved, I was inspired to strategically use information presented by the best means possible.

  4. Kalkan, M., Batık, M. V., Kaya, L., &amp; Turan, M. (2019). Peter Pan syndrome “men who don’t grow”: Developing a scale. Men and Masculinities, 24(2), 245–257. https://doi.org/10.1177/1097184×19874854

    Background: Recently published, this article briefly discusses what the Peter Pan Syndrome is and how it affects men, furthering along with a detailed analysis of the Peter Pan syndrome— coming to the conclusion that it is a spectrum. A sizable spectrum, researchers focus on placing men, who have characteristics similar to Peter Pan on the spectrum— detailing results.

    How I used it: This article helped me better understand the Peter Pan Syndrome and how men are placed on the spectrum that is. A multiplex spectrum, I learned that men who have traits similar to Peter Pan can affect society at large, resulting in a domino effect.

  5. Parenthood, P. (n.d.). Gender Identity &amp; Roles: Feminine Traits &amp; Stereotypes. Planned Parenthood. Retrieved December 3, 2021, from https://www.plannedparenthood.org/learn/gender-identity/sex-gender-identity/what-are-gender-roles-and-stereotypes.

    Background: In a brief Q&A-style article, presented by Planned Parenthood, practitioners answer commonly asked questions about gender roles and stereotypes, thus the article title “What are gender roles and stereotypes?” Planned Parenthood argues that gender roles exist and continue to permit while stereotypes concerning gender roles affect individuals immensely.

    How I used it: Planned Parenthood publishes helpful information to the public, all for free. I took advantage of certified information and used it to strengthen my causal argument. Typically, as I further learned from the article, gender roles still apply and affect people in a negative manner. Women are still believed to play more “caring,” “motherly,” and “attentive” roles while men are believed to play more “tougher” and “assertive” roles in society. Gender roles are a myth and I debunk common beliefs about men and women in my casual argument.

  6. Eagly, A. H., &amp; Mladinic, A. (1989). Gender stereotypes and attitudes toward women and men. Personality and Social Psychology Bulletin, 15(4), 543–558. https://doi.org/10.1177/0146167289154008

    Background: A comprehensive article, authors Alice H. Eagly and Antonio Mladic of Purdue University breakdown gender stereotypes towards men and women, thoroughly and in a straightforward manner. The article details the attitudes both women and men have towards each other and how negative outlooks affect society as a whole.

    How I use it: Like the Planned Parenthood article, Eagly and Mladic’s scholarly article focuses on the impact of stereotypes, though more detailed. Both informational and theoretical, this article helped me to further explain the impact of stereotypes throughout my arguments.

  7. Parenthood, P. (n.d.). What is virginity &amp; the hymen?: Losing your virginity. Planned Parenthood. Retrieved December 3, 2021, from https://www.plannedparenthood.org/learn/teens/sex/virginity.

    Background: This straightforward article issued by Planned Parenthood answers questions concerning virginity and the hymen. Virginity loss is different for everyone, Planned Parenthood stresses—virginity loss is more than penile-vaginal intercourse.

    How I use it: Information provided by Planned Parenthood is factual. I use the information to strengthen my definition argument. The carefully sought out information will help persuade readers to side with my argument.

  8. Jones, J. M. (2021, November 20). LGBT identification rises to 5.6% in latest U.S. estimate. Gallup.com. Retrieved December 3, 2021, from https://news.gallup.com/poll/329708/lgbt-identification-rises-latest-estimate.aspx.

    Background: This article from Gallup discusses the rising rates of LGBT adult citizens in America. A nationwide survey, author Jeffrey M. Jones details the rising rates of lesbian, gay, bisexual, and transgender Americans— also including the percentage of heterosexual adult Americans, currently.

    How I use it: I used only a snippet of information from this article to discuss other sexualities. Other sexualities must be recognized in America since heterosexuality is perceived as the “societal norm.”

  9. Davidson , N. (1996). Oh Boys! Sex Education and Young Men. Health Education , 96(3). https://doi.org/10.1108/09654289610112385

    Background: This short opinion article centers around the notion that sexual education should be more inclusive. Author Neil Davidson argues that “feminist thinking” that has altered sexual education for both men and women— leaving men out of the conversation.

    How I Use It: This opinion article was a pivotal piece that contributed to my argument overall. A counterintuitive outlook on sexual education, the author expresses opinions that I previously never thought to considered. I took these collected thoughts and made vocalize Davidson’s opinions when writing my research paper.

  10. Eyre, L. (1993). Compulsory heterosexuality in a university classroom. Canadian Journal of Education, 18(3), 273–284.

Background: This academic article focuses its attention on the common practice of teaching students that heterosexuality is the norm in society. Author of this article, Linda Eyre claims that gay and lesbian students, teachers, and minorities are left out of the equation— excluded in what society views as “normal.”

How I use it: This article advocates for a change in society’s understanding of “normal.” This article is benefited my research paper greatly because this counterintuitive outlook became a strong point— strengthening my argument overall.

Posted in You Forgot to Categorize! | 5 Comments

Reflective- strawberryfields4

Core Value 1. My work demonstrates that I used a variety of social and interactive practices that involve recursive stages of exploration, discovery, conceptualization, and development.

Throughout the semester I actively engaged in the feedback process with my professor. I was open to accepting feedback and improving my work to ultimately create the best finished product possible. An example of this process can be seen in my Definition Rewrite . My professor broke down its flaws, particularly focusing his attention on the first paragraph. I proceeded to take action and adjust each sentence to meet his recommendations. Breaking down my work sentence by sentence has helped me to make sure that every word I write contributes to forming my argument in the clearest way possible. From engaging in this particular feedback process, I learned the importance of specificity when forming an argument. I was able to use this skill when writing my next two short arguments, allowing me to guide the reader to my conclusion with as little confusion as possible. 

Core Value 2. My work demonstrates that I read critically, and that I placed texts into conversation with one another to create meaning by synthesizing ideas from various discourse communities. 

When reading and analyzing various texts, I was able to gather my own conclusions and observations through close examination. I particularly demonstrated this skill in my “Stone Money” essay. I used a podcast, an essay, and an article to connect the currency used on the Island of Yap, called fei, to modern intangible forms of money, such as bitcoin. I then connected the concept of faith in money, whether physically present or not, to that of faith in a god. Rather than using what was provided to me in these sources on the surface level, I dug deeper and illustrated my deeper understanding of the material.

Core Value 3. My work demonstrates that I rhetorically analyzed the purpose, audience, and contexts of my own writing and other texts and visual arguments.

Throughout the semester, I was able to develop the skill of rhetorically analyzing the deeper meaning of visual materials. My Visual Rhetoric Analysis  is an example of this skill, as I meticulously combed through a 30 second advertisement to search for every way it attempted to communicate its intended message. Assuming that every detail in the advertisement was intentional, I was able to explain to the reader why the director made each choice and how it was effective, or in some instances ineffective, in conveying its message. I concluded my analysis with a critique on how the pacing of the advertisement could have been adjusted to use its 30 second time limit more effectively. My close examination of the techniques employed by the director allowed me to explain why these techniques helped to form the overall argument of the advertisement.

Core Value 4: My work demonstrates that I have met the expectations of academic writing by locating, evaluating, and incorporating illustrations and evidence to support my own ideas and interpretations.

I initially struggled finding academic sources to support my Rebuttal Argument. However, after much searching I found sources that helped me form a strong and scientifically sound rebuttal argument. I found studies on the direct correlation between children in lower socioeconomic status’ and obesity. I used these studies to explain to my opponent why childhood obesity often stems from deeply rooted, and in some cases traumatic, issues and therefore is not a topic that should be addressed in the school classroom. Additionally, I found scientific research explaining the prominent role of genetics in determining one’s susceptibility to obesity. Finding these sources allowed me to refute my adversary’s claims through science and research.

Core Value 5. My work demonstrates that I respect my ethical responsibility to represent complex ideas fairly and to the sources of my information with appropriate citation. 

My Annotated Bibliography is a compilation of all the sources that I used to craft my semester-long endeavor—my research paper. The process of searching for relevant sources was tedious and time consuming, however, my annotated bibliography contains an organized list of each resource that I found beneficial to my studies. I was diligent to make sure that I properly cited each source and credited the proper authors. This course was my first exposure to APA formatting and it has given me extensive experience on how to appropriately weave citations into my writing. I demonstrated my growth and dedication to this subject in the “Good Citation” exercise. After attempting to fix a series of flawed citations, my professor informed me that I failed to correct all of the flaws. I then re-examined the rules of APA citations and successfully corrected the flawed sentences. 

Posted in Reflective SP23 | 2 Comments

Bibliography- strawberryfields4

  1.  Abbott, A. (2014). Sugar substitutes linked to obesity. Nature (London), 513(7518), 290–290. 

Background: Zero calorie sugar substitutes are a prime example of low calorie not directly equating to good health. This study examines the unnatural changes that occur in the gut microbiome as a result of consuming artificial sweeteners. However, no official action, such as label warnings to the public, have been implemented.

How I Used It: This article served as direct evidence to support my thesis, as zero calorie sugar substitutes are simply not healthy and pose the potential for a variety of possible health risks. When young people are encouraged to limit their caloric intake, it is easy to resort to foods and beverages containing artificial sweeteners. These sugar replacements falsely advertise themselves as healthier alternatives to foods and drinks containing real sugar, and thus higher calories. In an attempt to follow healthy eating advice learned in a classroom, adolescents could inadvertently be creating other health issues.

  1.  Drewnowski, A., & Fulgoni, V. (2008). Nutrient profiling of foods: creating a nutrient-rich food index Nutrition Reviews, 66(1), 23–39. 

Background: This article highlights the importance of prioritizing the quality of the food that is consumed, rather than hyper fixating on only eating low calorie foods. The process of nutrient profiling categorizes foods based on the healthy vitamins and minerals that they provide, regardless of their caloric density. It is discussed if weather labeling foods by the benefits that their nutrients provide, rather than by calorie count would result in overall healthier diets. Another important concept discussed is the toxic categorization of “good” and “bad” foods.

How I Used It: The stigma developed by society that there are “good” and “bad” foods has created an inaccurate overgeneralization about various food groups, resulting in restriction. It must become a priority to properly educate society that the nutritious quality of the food they are consuming is much more important than the calorie count. The concept of what is truly “healthy” has become skewed in society’s gross obsession with promoting a thin physique and a diet that contributes to this goal.

  1. Golden, A. & Kessler, C.  (2020).  Obesity and genetics.  Journal of the American Association of Nurse Practitioners,  32 (7),  493-496.

Background: This article emphasizes the prominent influence that genetic predisposition has on childhood obesity. An individual may be placed at an overwhelming 70% greater risk of obesity simply due to their genetic makeup—a factor simply out of any mortal being’s control.

How I Used It: These statistics allowed me to demonstrate the uselessness of encouraging dieting habits to children in school. It is tremendously unfair to imply that all overweight children are at fault for their condition. Informing them that limiting their calories will help them to lose weight is harmful to both their physical and emotional well-being. Furthermore, if a child does begin to limit their calories and fails to see the results that they are told are desirable, it is likely that they will abuse the ability to limit their calories, as well as feel an overwhelming sense of failure.

  1. Halpern-Felsher, B. (2009). Adolescent decision making: an overview. The Prevention Researcher, 16(2), 3+.

Background: Adolescents are undergoing changes of great magnitude as they develop cognitively, physically, and emotionally. Their abilities to make sound decisions is underdeveloped and can result in impulsive and dangerous behaviors. Rather than following a fully developed decision making framework, there are various psychosocial and emotional factors during adolescence that impact their ability to fully process information and make informed choices. Furthermore, adolescents are extremely impressionable and base many of their decisions on social norms or how they desire to be perceived by others. Another contributing factor to an adolescents poor decision making is a false sense of invincibility, as they weigh the possible consequences of their actions. The prefrontal cortex of the brain, responsible for impulse control and executive functions needed for decision making, is greatly reduced during adolescent years.

How I Used It: This article allowed me to demonstrate the disadvantage adolescents have when it comes to decision making. It is abundantly clear that adolescents are often incapable of making sound decisions when they are properly informed, much less when toxic and inaccurate information is being disseminated to them in a classroom where they are surrounded by their highly influential peers.

  1. Kapsak, W. R., DiMarco-Crook, C., Hill, J. O., Toner, C. D., & Edge, M. S. (2013). Confusion on All Sides of the Calorie Equation: Lessons… : Nutrition Today Nutrition Today (Annapolis), 48(5), 195–202. 

Background: This article discusses the importance of calorie balance—the relationship between how many calories are consumed each day and how many are expended through basic body functions. Each individual has different caloric needs that are dependent on factors such as their physical activity level and their basal metabolic rate. Consumers have been slowly driven away from understanding the idea that calories are fuel for the body, a concept that must be instilled back into society.

How I Used It: The obsession our country has with combating obesity has created a hyperfixation on calories. This has created confusion and has skewed our perception of what is an appropriate amount of calories to consume daily. As teachers continue to preach the benefits of a low calorie diet, they are perpetuating this false and dangerous belief. It is not the goal of every individual to lose weight. In fact, some individuals struggle to consume enough calories to maintain or gain necessary weight. A low calorie diet certainly should not be promoted to this demographic. A “one size fits all” mindset regarding caloric intake is simply irresponsible teaching.

  1. Miller, J. (2015). The Debt We Owe to the Adolescent Brain. Odyssey, 24(3), 6–10.

Background: Scientifically speaking, during the adolescent years, the brain prioritizes peer approval. Teenagers value peer approval much more than their child and adult counterparts, which greatly influences their decision making. This study discusses the physical decrease in the brain’s “gray matter” and the formation of “white matter” that takes place during adolescence. This change in matter speeds up communication between nerve cells, ultimately making teenagers more impulsive.

How I Used It: This scientific truth means that teens need firm guidance to help them make sound decisions, during this time when their own brain is working against them. It is simply inevitable that during adolescence the brain is capable of considering the most important factors that prioritize the safety of an individual. Rather, social factors and the desired light in which teens wish to be perceived, become the primary motivating factor for all of their actions and decisions. If teenagers are told that eating less calories is good, there are no limits to the extent in which they will take this faulty advice. 

  1. Nestle, M., & Nesheim, M. (2012). Why calories count : From science to politics. ProQuest Ebook Central https://ebookcentral.proquest.com

Background: This book provided me with an in-depth scientific look at the consequences of restricting calories to an insufficient rate, which is extremely hazardous and in some cases lethal. Due to the even greater importance of children consuming an appropriate amount of calories each day to fuel their developing bodies, the effects of this unhealthy practice are even more serious among youth. The human body is designed to send uncomfortable hunger pains to act as a request for calories. When these hunger cues are forcibly and repeatedly ignored, the body begins to go into a state of starvation. There are countless negative effects that the body suffers during a period of malnutrition, both physically and mentally. The body resorts to breaking down important carbohydrates stored in the liver as well as protein stored in various muscles in an attempt to find another energy source in the absence of much needed calories. As the body continues to break down important proteins, muscles and enzymes begin to deteriorate, as a vast amount of the body’s systems decline in function. The result is an incredibly lethargic, dizzy, disoriented, and zombie-like individual who is incapable of functioning and unable to perform daily tasks. Eventually, extreme starvation may lead to the complete shutdown of all the body’s major systems, resulting in a coma or death.

How I Used It: In our country’s ongoing battle against childhood obesity, public school health education programs have become an advocate for limiting and restricting caloric intake. Promoting a low calorie diet is not healthy and necessary for all children. The dietary needs of growing children cannot be generalized as “low calorie equals a healthy diet.” It is presumptuous to assume that all children are in a situation in which they need to limit their calories. Health educators are not medically trained individuals capable of providing health care advice. 

  1. O’Dea, J., & Maloney, D. (2000). Preventing Eating and Body Image Problems in Children and Adolescents Using the Health Promoting Schools Framework. Journal of School Health, 70(1), 18. 

Background: This study examines the effectiveness of a framework developed by the World Health Organization that can be used in schools to prevent eating disorders among adolescents—proper nutrition education within the school curriculum, creating a positive school environment, and building a relationship between the school and the community. When implemented properly, they can successfully prevent fad dieting, various eating disorders, and low self esteem related to body image. However, the study emphasizes the fact that many school programs cause more harm than good by labeling foods to be “good,” “bad,” or “junk.” 

How I Used It: Indoctrinating students with this attitude leads to an unhealthy relationship with food. Additionally, educators commonly and subconsciously project their personal prejudices toward food and body image onto the students, further aggravating the issue. The framework encourages a cross-curricular education that not only encourages diet prevention and positive self esteem, but educates students to the dangers of propaganda techniques used by the diet industry. Furthermore, the framework addresses the need for an overall healthy school climate and support from the community at large. Without effectively implementing a framework of this nature, excessive damage continues to be made by teachers who lack proper education and awareness to what they are actually preaching.

  1. Oude Groeniger, J. , de Koster, W. & van der Waal, J.  (2020).  Time-varying Effects of Screen Media Exposure in the Relationship Between Socioeconomic Background and Childhood Obesity.  Epidemiology,  31 (4), 578-586.

Background: This study emphasizes the direct correlation between children with a low socioeconomic status and obesity. Common factors in these children’s lives such as little access to healthy food choices, poor healthcare, and negative childhood experiences often contribute to weight gain. Furthermore, children of low socioeconomic status are often unable to afford participation in organized activities, such as sports and extracurriculars, which are both common ways for children to expend energy. 

How I Used It: I found it essential to highlight these facts to those who believe it is beneficial to promote a low calorie diet to children in schools to combat childhood obesity. These are other variables that often contribute to childhood obesity that are much deeper rooted than many may anticipate. Individualized therapeutic work is often necessary to properly address the issue. An isolated lesson in the classroom is not beneficial or effective.

  1. Skouteris, H. , Bergmeier, H. , Berns, S. , Betancourt, J. , Boynton-Jarrett, R. , Davis, M. , Gibbons, K. , Pérez-Escamilla, R. & Story, M.  (9000).  Reframing the early childhood obesity prevention narrative through an equitable nurturing approach.  Maternal and Child Nutrition,  , doi: 10.1111/mcn.13094. 

Background: Childhood obesity is a real issue that should not be ignored. However, the current approach to instilling children with the belief that “calories should be limited,” as a way to fight this issue is not only ineffective, but hazardous. This study highlights the deep rooted causes of childhood obesity that surely cannot be fixed through a simple health class lesson. Underlying causes of childhood obesity typically begin during early childhood development. Many children begin to rely on food as a source of comfort that they were deprived of from their caregivers. Additionally, many children from families with lower socioeconomic status struggle with obesity. This can be attributed to their inability to afford healthy food options or lack of involvement in organized sports and activities, where energy would be expended. Furthermore, genetic predisposition is often overlooked, but can play a large role in determining the body fat composition of a child. A child’s genetic makeup is a factor that is simply out of their control. These children should not be lectured on the benefits of a restrictive diet to “fix” their overweight build, when it may be just out of their control.

How I Used It: With all of these possible factors considered, it is abundantly clear that childhood obesity can not always be attributed to a simple surplus of calories. There are a variety of influences, some of which may be extremely traumatic, that can result in obesity. Attempting to address this subject in a classroom setting, where children may feel shamed by their peers, is not only pointless, but can impose a tremendous amount of self esteem issues.

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Never Quite Finished

Essays aren’t the only artworks that require several revisions and layering.

https://www.instagram.com/p/CPBNLZwho0t/

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Rebuttal-zipemup1

Lows of Financial Literacy

Although the idea of adding financial literacy into the curriculum seems ideal for students and their future. Many still believe that it would be a mistake to make it apart of the regular curriculum in schools all across the country.

Some contend that merely including financial literacy in courses is insufficient to prepare students for success in the real world. We continue to educate ourselves throughout our lives by learning new things. Learning basic reading skills, for example, is necessary for being literate. The educational process, on the other hand, proceeds as we widen our vocab, strengthen our reasoning abilities. The same may be said for personal finance. Most families are already familiar with the fundamentals of budgeting, saving, and investing. However, no one is setting aside money in an emergency fund for a rainy day. Continuous attentiveness to financial education is at the heart of financial success.

Personal experience is more valuable to a person’s financial education than any other teaching. Experience, more often than not, is the finest teacher, and life frequently works in this manner. Although it is undeniable that financial literacy in the United States is not where it should be, it is equally true that teaching finance does not guarantee that individuals will be financially savvy. Most would say falling into a difficult situation is the best way to learn financial literacy. A high school class is not the best way to gain financial literacy but in the real world.

Some argue that teaching financial literacy to high school students is a waste of time and money. When kids go to school and are in class, they tend to become lost in their own thoughts and become bored. The majority of the material they were taught throughout their high school careers is forgotten. They would only utilize the information to pass the next test. If students can become bored in a history lecture, they would undoubtedly become bored in a financial literacy class. Passing a financial literacy class with high honors does not make you skilled with money.One of the primary reasons individuals are bad with money is because of their habits, not because they are uneducated. Changing our behavior is important to improving our financial situation. Part of America’s money problem stems from the way we behave, and another part stems from the fact that we don’t make enough of it while the expenses of things like housing, education, and health care continue to rise. Financial literacy will not assist to improve stagnant wages or bring the federal minimum wage, which has stayed fixed for years, up to inflationary levels.

Nowadays, no one understands how to teach financial literacy, and no one is willing to teach it. Experts who teach financial literacy are few as a result of the school system’s lack of modernity. Unfortunately, many instructors lack financial literacy skills and are therefore unprepared to teach it to the next generation of pupils. The educational system is still heavily directed toward courses like math and chemistry, or disciplines desired by post-secondary schools. This makes adding a financial literacy course incredibly difficult.“Teachers feel unqualified to teach financial literacy,” says Julie Heath, director of the Economics Center and economics professor in at the University of Cincinnati. “Eighty-two percent say they are not prepared to teach these concepts, even as over 90 percent of them think they need to be taught in schools.” Just like the rest of the American population some teachers face financial issues as well. To teach such a subject you need to practice what you preach and lead by example. If a teacher is sitting in debt they most likely would not be the best candidate for the matter.

All and all the responsibility of teaching financial literacy should not be held to schools but in the household. In the US roughly twenty five states require some kind of personal finance course before graduating. But still most of the requirements for the classes are minimal. The education provided for these classes is simply not enough for children have a complete understanding of money. The reality is that the responsibility of financial literacy for kids falls squarely on their parents. Parents should be teaching their children basic money knowledge throughout their lives so they are not left clueless when the time comes for them to make crucial choices. Schools should not be left to educate the youth for financial literacy. There is too many holes in the system as well as more significant priorities in their case. The parents need to take charge so kids can have a better future.

In conclusion financial literacy is very essential for the growth of our youth. Without such an important life skill many will struggle to survive.With schools robbing children of this vital knowledge they are unknowingly killing them. This needs to be introduced in every course all across the country. This will create a better future not just for our youth, but for the entire country.

References

Coleman, Hank, et al. “Why It’s a Mistake Teaching Financial Literacy in Schools.” Money Q&A, 18 Apr. 2019, https://moneyqanda.com/mistake-teaching-financial-literacy-in-schools/.

II, Kevin L. Matthews. “Financial Literacy: Why It’s Not Enough.” The Plutus Foundation, 13 Apr. 2020, https://plutusfoundation.org/2020/financial-literacy-not-enough/.

“Why Financial Literacy Isn’t Enough.” Worth, 24 Feb. 2021, https://www.worth.com/why-financial-literacy-isnt-enough/.

Posted in Rebuttal Exercise, You Forgot to Categorize! | Leave a comment

Research- Zipemup1

Financial literacy

The American school system is killing students by excluding financial literacy from the regular curriculum. There is no doubt that money is vital to of our society, yet many individuals still lack basic financial knowledge necessary to exist. Millions of Americans are stressed out due to financial illiteracy, which can lead to divorce, suicide, domestic violence, and other illegal activity. High school grads may be able to recite the periodic table but are unable to manage a budget. Schools place a greater emphasis on teaching ideas and concepts than on teaching students how to behave in real-life situations. Instead, children are being taught to memorize and learn scientific and historical topics. When they are exposed to the real world, new grads are pushed to make critical financial decisions without any foundation. This can then lead to disastrous blunders from which there is no going back. In sum, we are hurting as a society more than we know because of a lack of financial education.

Financial literacy in simple form can defined as the ability to understand and use various financial skills, including personal financial management, budgeting, and investing. It seems like a disservice to our children to avoid teaching such an important life skill.

Financial literacy is crucial to our society because it provides us with the information and skills we need to successfully manage our money. Without it, our financial choices and actions, whether taken or not, lack a firm foundation for success. It was found that nearly 70% of millennials are living paycheck to paycheck, which is more than any other generation. For many Americans, living paycheck to paycheck is an uncomfortable financial reality. Many Americans are dealing with this problem for a variety of reasons, the first of which is that they do not manage their spending. They continue to spend money without knowing where it is going. This may be highly damaging to their finances since expenditures accumulate and by the time they realize it, it is too late and they are in debt. Another issue is that many Americans do not make a budget. Budgeting how much you spend in relation to how much you earn will be very useful in the long term. Finally, and maybe most importantly, address your debt. It was revealed that 77 percent of all households had some form of debt. The more your debt, the more likely you are to live paycheck to paycheck. The easiest way to approach it is to start small and work your way up. Overall, the major reason people live paycheck to paycheck is a lack of financial education. If this could be included into our curriculum, many more folks would be able to escape such significant, long-term, and chronic poverty.

A prime and more recent example of Americas financial issues came during the pandemic. When millions of citizens in the United States and throughout the world went into lockdown, it was unavoidable that the economy would suffer. As important as these efforts were in bringing the coronavirus pandemic under control, there was a downside: large swathes of the economy came to a standstill. Because this epidemic is worldwide, the ramifications have also been felt globally. The epidemic revealed the country’s lack of financial education. Covid was an unlucky but necessary lesson for the county. It taught the country the value of having emergency savings. Many financial gurus recommend that each household keep at least three to six months of cash on hand in case of an emergency. Many people are only one automobile accident or one medical emergency away from going into debt. The only reason some Americans were able to keep afloat was because of government help in the form of stimulas payments. Many people would have gone bankrupt if they hadn’t received such help.

The absence of personal financial education in our country has been disastrous. As a society, we’ve watched millions of Americans struggle with their money on a daily basis due to a general lack of financial preparation, only to end up deep in debt. Every day, millions of Americans struggle with their finances. Many Americans are discovering that they are unable to buy houses, save for retirement, or save for their children’s college funds due to student loan debt, huge vehicle payments, and a lack of financial preparation. People are deeply in debt and hopeless. Many of the financial issues that Americans are today might have been averted if financial literacy had been taught in schools. As a result, we believe that more schools should include financial literacy classes as part of their graduation requirements.

Although the benefits of financial education to American people are evident, it is still not being taught in our schools. It has gotten to the point where it appears like the American system was designed to keep us ignorant of the necessity of financial literacy. Our parents are the only ones who have the financial expertise that we require in our daily lives. Parents who are already facing their own financial hardships. It’s like a never-ending loop of financial illiteracy that continues to infect the next generation. Financial education is necessary in our daily lives, and some would argue that it is crucial to our existence. Students are instead preoccupied with the Pythagorean theorem, which I am sure is more important in our daily lives. Millions of Americans continue to struggle financially, yet the issue is being ignored. Financial literacy has other advantages, such as helping a person to be more flexible, decrease stress, and enhance relationships. Personal finance is as much about psychology as it is about statistics. A solid knowledge of financial literacy will enable you to make better financial decisions, which will ideally enhance your day-to-day life. Living over our means may lead to bankruptcy, divorce, and a great deal of worry. Furthermore, the burden of student loan debt might keep first-time homeowners out of the market, dragging the economy down. Meanwhile, living with low debt and a savings cushion might provide you the comfort and peace of mind that comes with being financially free. As a result, financial literacy is more than simply learning how to manage money in order to purchase more things; it is also about learning how to manage money in order to enhance many various parts of one’s life. As you can see, financial literacy is essential for people of all ages. And starting to teach these principles to youngsters can help them form long-term behaviors.

Overall, we can see how financial education may help each individual student with no question. By bringing this issue into the classroom, we can not only assist the economy, but also each individual student. Long term, the financial knowledge offered to children will benefit them in the future and keep them from making costly mistakes. It will also assist future generations of children, who will learn from their financially educated parents.

Economic literacy is the ability to comprehend how finance works in the world, how anyone earns or creates it, how it people maintains it, how it individual investments it, and whether that individual distributes it to benefit others. More specifically, it refers to the collection of skills and information that enables an individual to make informed and productive financial decisions. Financial education refers to a person’s knowledge and awareness of financial issues. Financial literacy is mostly employed in personal business affairs.

When actions based on a consumer’s finances have long-term effects, an individual’s economic growth may be determined by their ability to predict the eventual rate of inflation. According to data, females who were poorer, unmarried, and less educated had greater inflation predictions. People who are more concerned about how they will finance future purchases and costs, as well as the prices they will pay, have greater expectations for inflation, as do those with less awareness of financial literacy.Various studies might identify various motives why consumers have a hard time making financial decisions that will be most helpful later in life. In the context of retirement funds, test results show that self-regulation, potential future direction, etc and better financial education may and will impact a consumer’s intents for retirement funds, such as setting up a 401K in the United States.According to other research, customers who have a greater level of future orientation are more likely to initiate a retirement plan. Financial education and financial orientation toward one’s future, according to studies, can also aid to affect one’s odds of engaging in a 401K plan.

Financial literacy teaches people how to manage money so that it functions the way they want it to. It preaches about the ability to manage money. Maintaining a high level of financial literacy enables people to achieve financial self-sufficiency and stability. It enables a person to create brilliant strategies for earning, spending, saving, and investing. Knowing your money reduces the likelihood of encountering a fraudulent situation. Some techniques are simple to accept, particularly when they come from someone who appears to be well-informed and well-planned. Good financial education skills can assist people in anticipating hazards and arguing/justifying with anyone knowledgeable and well-informed. We only spend what we have on hand with cash – anything more than that, and we simply do not have the money to pay for it. People are no longer bound by the quantity of money they have using credit cards. When used appropriately, credit cards are a strong instrument since they provide a brief loan with really no charge as long even as charges are paid for in full by the end of next month.Credit cards, on the other hand, do not remove money immediately from a person’s account, allowing them to bite off more than they can chew — spending more than they have in the bank. Credit card issuers are also renowned for charging exorbitant interest rates on any outstanding balance that carries over from prior months, which may quickly add up if the payments go unpaid.Most businesses also set a low minimum annual commitment so that their consumers can afford to pay. Paying only the minimum and leaving the remainder to roll over to the following month, but from the other side, beginning a dangerous precedent in that you may spent a next years and decades repaying the loan  and eventually wind up paying more on interest than you did on the initial purchase. 

Although when we have the funds to make our purchases, it is all too easy to slip into the illusion of believing that we are not paying anything. We can see the cash in our checking accounts 24 hours a day, seven days a week, thanks to Online banking. Simply swipe a debit or completing an expensive shopping takes only a few seconds, but without really giving over cash or a check, it may feel like so we’re not spending a penny whatsoever, specially if indeed the sum is modest. Many people get into the problem where these modest sums accumulate up and they discover they have spent more than they planned.This then leads to overspending which can catch up to the user very fast and leave them in a hole.

Credit score, is a gauge as to how likely an individual would be to return their obligations. It is influenced by a variety of criteria, like current net profits, any existing debts, and the user’s ability to repay prior commitments. In general, an individual that owes a large sum of money after the planned payback period would have a low credit rating. Inability to comprehend the concept of credit, as is common in economic ignorance, this might eventually affect your personal finances and severely limit your opportunities.After all, lending institutions would only give loans whether they are confident they will receive it back. Any individual with a credit score of 620 or lower is deemed a credit risk and may be turned down by various lenders. With a bad credit score, it might be challenging to get a loan, register for a credit card, purchase a property, and other things. Others with a bad credit score, on the other hand, are frequently the most in need of financial assistance. Unpermitted lending institutions, on the other hand, impose high interest rates, which frequently worsen the borrower’s financial condition. If a borrower fails to return the principle and interest, the unlicensed money lender may use gangs, intimidation, and violence to demand repayment.

All and all the effect of financial illiteracy can be very taxing on our lives. There are many negatives that can result from the lack of financial education. Incorporating this subject into the school curriculum society can be become better as one. Financial illiteracy can also cause many things like overspending, poor credit rate, debt, and so on. As a society we need to manage our financial situations better so we do not end up in an everlasting hole. Being educated on the topic can create a better society.

Although the idea of adding financial literacy into the curriculum seems ideal for students and their future. Many still believe that it would be a mistake to make it apart of the regular curriculum in schools all across the country.

Some contend that merely including financial literacy in courses is insufficient to prepare students for success in the real world. We continue to educate ourselves throughout our lives by learning new things. Learning basic reading skills, for example, is necessary for being literate. The educational process, on the other hand, proceeds as we widen our vocab, strengthen our reasoning abilities. The same may be said for personal finance. Most families are already familiar with the fundamentals of budgeting, saving, and investing. However, no one is setting aside money in an emergency fund for a rainy day. Continuous attentiveness to financial education is at the heart of financial success.

Personal experience is more valuable to a person’s financial education than any other teaching. Experience, more often than not, is the finest teacher, and life frequently works in this manner. Although it is undeniable that financial literacy in the United States is not where it should be, it is equally true that teaching finance does not guarantee that individuals will be financially savvy. Most would say falling into a difficult situation is the best way to learn financial literacy. A high school class is not the best way to gain financial literacy but in the real world.

Some argue that teaching financial literacy to high school students is a waste of time and money. When kids go to school and are in class, they tend to become lost in their own thoughts and become bored. The majority of the material they were taught throughout their high school careers is forgotten. They would only utilize the information to pass the next test. If students can become bored in a history lecture, they would undoubtedly become bored in a financial literacy class. Passing a financial literacy class with high honors does not make you skilled with money.One of the primary reasons individuals are bad with money is because of their habits, not because they are uneducated. Changing our behavior is important to improving our financial situation. Part of America’s money problem stems from the way we behave, and another part stems from the fact that we don’t make enough of it while the expenses of things like housing, education, and health care continue to rise. Financial literacy will not assist to improve stagnant wages or bring the federal minimum wage, which has stayed fixed for years, up to inflationary levels.

Nowadays, no one understands how to teach financial literacy, and no one is willing to teach it. Experts who teach financial literacy are few as a result of the school system’s lack of modernity. Unfortunately, many instructors lack financial literacy skills and are therefore unprepared to teach it to the next generation of pupils. The educational system is still heavily directed toward courses like math and chemistry, or disciplines desired by post-secondary schools. This makes adding a financial literacy course incredibly difficult.“Teachers feel unqualified to teach financial literacy,” says Julie Heath, director of the Economics Center and economics professor in at the University of Cincinnati. “Eighty-two percent say they are not prepared to teach these concepts, even as over 90 percent of them think they need to be taught in schools.” Just like the rest of the American population some teachers face financial issues as well. To teach such a subject you need to practice what you preach and lead by example. If a teacher is sitting in debt they most likely would not be the best candidate for the matter.

All and all the responsibility of teaching financial literacy should not be held to schools but in the household. In the US roughly twenty five states require some kind of personal finance course before graduating. But still most of the requirements for the classes are minimal. The education provided for these classes is simply not enough for children have a complete understanding of money. The reality is that the responsibility of financial literacy for kids falls squarely on their parents. Parents should be teaching their children basic money knowledge throughout their lives so they are not left clueless when the time comes for them to make crucial choices. Schools should not be left to educate the youth for financial literacy. There is too many holes in the system as well as more significant priorities in their case. The parents need to take charge so kids can have a better future.

In conclusion financial literacy is very essential for the growth of our youth. Without such an important life skill many will struggle to survive.With schools robbing children of this vital knowledge they are unknowingly killing them. This needs to be introduced in every course all across the country. This will create a better future not just for our youth, but for the entire country.

References

Coleman, Hank, et al. “Why It’s a Mistake Teaching Financial Literacy in Schools.” Money Q&A, 18 Apr. 2019, https://moneyqanda.com/mistake-teaching-financial-literacy-in-schools/.

Couyoumjian, Cindy. “5 Reasons Why Financial Literacy Is Not Taught in Schools, According to Cindy Couyoumjian.” Medium, Medium, 15 Oct. 2019, https://medium.com/@cindycouyoumjian/5-reasons-why-financial-literacy-is-not-taught-in-schools-according-to-cindy-couyoumjian-7e691367c4b5.

II, Kevin L. Matthews. “Financial Literacy: Why It’s Not Enough.” The Plutus Foundation, 13 Apr. 2020, https://plutusfoundation.org/2020/financial-literacy-not-enough/.

“Who Should Teach Financial Literacy to Kids?” Education for Today and Tomorrow | L’Education Aujourd’hui Et Demain, 29 Oct. 2021, https://teachmag.com/archives/9266.

“Why Financial Literacy Isn’t Enough.” Worth, 24 Feb. 2021, https://www.worth.com/why-financial-literacy-isnt-enough/.

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Research – comatosefox

The Struggles Of Women In Sports: Lacrosse

Sports nowadays are played with one of four reasons in mind: for fun, for scholarships, for careers, or for an outlet for pent up emotions. Fun is how most people start out playing, hopping from one sport to the next to find the ones that they find the most enjoyable and stress relieving. Some people play in order to receive scholarships to help them get through college, while others play for fun and receive a scholarship as a bonus. College nowadays is one of the only ways to get good jobs that give out high pay grades. People will go into a sports related careers to make money from something they love and are good at. Then, there are those who need some kind of emotional outlet, who have no way of getting their emotions out or have a hard time expressing themselves. With bottled up anger and stress, many youth find that certain sports give them an activity that releases all kinds of emotions in a healthy way. Numerous players use their sport to vent their negative emotions. Some sports give players a more physical way to channel their feelings, while others give a sense of competition without the risk of physical damage. Regardless of the reason for playing, all sports are equally difficult and competitive in their respective fields. However, there are sports that get outshined by the more physically-involved sports that captivate their viewers. 

Lacrosse, one of the top ten sports to give out scholarships to players, is a moderately competitive sport. Due to its increase in popularity and high chance in scholarships, it has seen a boost of new players throughout the years. Lacrosse has one major difference in gameplay when it comes to which gender is playing: the amount of physical contact players are allowed to have with another. Women’s lacrosse, although it is just as competitive as men’s, has faced ridicule about how the game works. Critics often point at  the constant halts in gameplay due to whistles being blown on miniscule technicalities causing the game to pause over and over. Despite these obstacles, women’s lacrosse has fought to no longer be outperformed by men in order to be considered equal, even superior, to men’s lacrosse.

Unfortunately, this change will not be done in a day. Women in sports constantly have to fight the past gender norms that  hinder their participation and treatment in sports. They have endured society dictating how much force women are allowed to use when playing sports. Regardless of women athletes’  capabilities, it is always men who  have dictated not only the amount of bodily contact women athletes are allowed to have and  how often they can even  participate in sports or activities. Richard Bell summarized this in A History of Women in Sport Prior to Title IX. In the 1800s,  men believed that everyone had a set amount of energy they could use, and if “physical and intellectual tasks” were done at the same time, this would be hazardous for women, especially if they were menstruating. Men also believe that there were physical drawbacks if a woman were to participate in something that was considered to be for intellectuals and physically fit people. They believed that women had no place to be except caring for the children, the estate and the husband. Rather than supporting a woman’s interest in indulging in the pleasure of sports and the spirit of competition. 

Women back in the 19th and early 20th century had to follow not only social norms but also the legal side of getting married and surrendering legal power over to their husbands. As John Green describes it in Women in the 19th Century: Crash Course US History #16, “husbands held authority over the person, property and choices of their wives. Also since women weren’t permitted to own property and property ownership was a precondition for voting, [women] were totally shut out of the political process.” Women have fought for centuries to have freedom in every aspect of their lives, from simply owning property,  being able to run a company, and voting in elections. Up until the early twentieth century, men were the reason why so many people, not just women, have suffered from various forms of discrimination, even in today’s world. 

As a result of this favoritism, women worked to improve and fight for their rights back through reform movements in the nineteenth century. These movements allowed women to become active in building asylums or leading the charge in “sobering up the men of America,” as Green states. Women became tired of seeing men legally tie them down while they get to go roaming around drinking to their heart’s content rather than seeking out their wife’s comfort and embrace. This temperance movement made a huge impact in American life back in the day, as men who supported the sobriety of America realized that if women had the right to vote, it would benefit their cause greatly. 

As the years progressed into the early twentieth century, women finally achieved the ability to vote when the 19th Amendment was approved by the Senate on June fourth, 1919 and ratified in august, 1920. Still, the fight for equality was far from over, even in the 20th century, women were still fighting the societal expectations they were forced to fulfill.

Men dictating and tying women down to simple standards and immoral living and working conditions gave women the courage to fight for a better life for themselves and their children. Women have more freedom to choose their lifestyles and career paths in the 21st century and have continued to be fought over in the 22nd century . This also gave way for equality in sports, women slowly were allowed to participate in activities that did not require much effort. Such as swimming, horseback riding, tennis and croquet, due to the idea that women should not exert themselves. However, with the rise in women’s equality, they slowly got involved in more physically demanding sports over the years. Now, women play in field hockey, basketball, soccer and ice hockey, the more contact-heavy sports than the “lady-like” sports women played back in the day.

Lacrosse, although it has become more modern than its original design, it still has problems that date back to the nineteenth century. Is a game that has been around since the seventeenth century has been adapted and modified through the years to accommodate players for smoother gameplay and allows women to play without harming themselves. Croquet continues  the idea that women are weak and cannot handle getting physically involved beside slight stick-to-body contact. 

Lacrosse, the modern version of the Native Americans game known as “The Creator’s Game,” natively known as Baggataway or stickball, is now known as lacrosse. Originally designed by the natives across North America, it was slowly adapted throughout the centuries until it became  the lacrosse we know today. “From the seventeenth century, when the game was played exclusively by Native Americans, to the early decades of the twentieth century… While the game was first developed by Native Americans well before contact with Europeans, lacrosse became standardized by a group of Canadians led by George Beers in 1867, and has continued to develop into the twenty-first century,” Jeff Carey states in his thesis New directions of play: Native american origins of modern lacrosse. 

Today, Lacrosse is a team sport, and the objective is to get the ball into the opponents goal. Players use a two hand stick with a triangular net piece at the top of the stick known as a “crosse.” Women’s lacrosse allows twelve players on the field while men’s lacrosse has ten players, regardless both versions of lacrosse have a defense, mid-field, attack, and a goalie on the field at all times. Women’s and men’s lacrosse have one major difference that shapes how the game differs between gender: contact. Similar to popular sports like football, men’s lacrosse permits their players to be  more physical with their opponents as opposed to women’s lacrosse. While men’s lacrosse players are able to hit and body check (with some restrictions), women’s lacrosse highly restricts physical contact between players. There are rules for women’s lacrosse against getting too close to the face and body, like they are confined to have minimal contact while defending and chasing the ball.. While the game’s objective and tactics remain fairly similar across genders, men’s lacrosse is more mainstream than women’s, which generates the idea that it is the superior twin.  

The most popular sports today have some form of contact with football and hockey being at the top and sports like soccer, basketball and baseball fall towards the bottom. Despite this, lacrosse is still a very popular sport that is streamed for the public. Yet men’s lacrosse is regarded higher and viewed more, while women’s lacrosse, and sports in general, suffer from mainstream media not broadcasting their games or not advertising when the games are happening to encourage viewers compared to men’s sports/ lacrosse. One of the reasons men’s lacrosse does better is due to “the level of contact and physicality determines the amount of fans that come… the more contact there is, the more spectators we will draw to our games,” as opinionated by Ithaca’s former attackman, Connor Hulme, in Cal Dymowski’s Lacrosse has different rules for men and women. Men’s lacrosse is perceived as being better due to the lack of regulations that allow for the game to flow smoother than women’s. In Jane Claydon’s Origin & History, a girl writing for the student magazine at St. Leonards School, in St Andrews, Scotland reported that “after our crosses having undergone a severe inspection i.e. our referee holding them up one by one and squinting with one eye to see if that which ought to be plane surface was not a curved one.” Even before the game starts, the equipment worn by the players are inspected to prevent any harm or cheating from occurring. While this may indicate that the rules in women’s lacrosse should be revised in order to allow for better flowing gameplay, it can show how much harder the girls have to work compared to men. Women have to jump more hurdles in order to play, it in turn forces the players to come up with more creative plays in order to score.

All these hurdles and obstacles women face in order to play a simple game of lacrosse can be traced back to the standard to women in the past. Women have worked hard and still have to work hard in order to be respected and represented in today’s society. Similar to the past, women are still treated poorly compared to their male counterparts. We see discrimination in every aspect of sports, “food quality varied drastically, as did lounges for players and gift bags provided to participants,” as stated in Alan Blinder’s article Report: N.C.A.A. Prioritized Men’s Basketball ‘Over Everything Else’. From the food supplied by organizations to the rulings, there is still work to be done about treatment towards female athletes.

Women have come a long way from the nineteenth century standards, espeially in terms of being able to participate in every aspect of life that men can. However, like any idea or law put into practice, nothing starts out perfect, revisions and kinks still need to be work out. For instance, women have been able to get more involved in sports as the years changed, but are still not at the same level as men. Due to this unequal treatment of women, sports organizations and media have been under justified fire about the unfair treatment of genders and lack of female representation in televised sports. Women in sports have constantly fought to be represented and respected by not only their male counterparts but the world as a whole.

Men on the other hand have plenty of representation and screen time. They have more viewers when their games are on TV, and they are given more opportunities to compete. Lacrosse has grown in popularity in recent years for both genders, and the women’s college NCAA championship has even drawn more viewers. In 2017 Matt Hamilton reported in Lacrosse Has Untapped Potential as TV Sport, ESPN Producer Says, that in “the [2017 NCAA] women’s lacrosse championship game between Maryland and Boston College drew 88,000 viewers on TV and streaming… the men’s lacrosse semifinals and final had an average (260,000).” Not only do men have a high rating when it comes to televised games, but in person audiences also have a high turn out. If this is the case, men’s lacrosse is clearly the prefered version to watch. Their games are evidently more entertaining to the general public since they involve more physical contact and have more flow to them. 

Men’s lacrosse is more entertaining due to the popularity of high levels of physical contact in sports; for instance, striking a player, also known as body checking, is frequently used during games as well as crosse checking also known as stick checking. Of course, like any game, there is a limit of how much contact is allowed: “Body checking of an opponent in possession of the ball or within 5 yards of a loose ball, from the front or side above the waist and below the neck, is legal… A player may check his opponent’s crosse with his own crosse when that opponent has possession of the ball, when the opponent is within 5 yards of a loose ball or when the ball in flight is within 5 yards of the player,” found in the 2019 and 2020 NCAA MEN’S LACROSSE RULES AND INTERPRETATIONS by the NCAA Men’s Lacrosse Rules Committee. Men’s crosse checking is very lenient when it comes to contact between crosses, which is defined as a player may “check his opponent’s crosse with his own crosse when that opponent has possession of the ball, when the opponent is within 5 yards of a loose ball or when the ball in flight is within 5 yards of the player,” (NCAA Men’s Lacrosse Rules Committee). The game starts with players going head to head, literally, a  face off which also allows physical contact between the opposing players shoulders and helmets while they try to retrieve the ball. Of course, every face off is slightly different, from the players to the referees, for a more detailed description, viewing Lacrosse All Star’s 2015 NCAA Faceoff Video – Notre Dame vs. Team USA – Lacrosse Best Moments video would give a better understanding and visual of a face off. 

Physical contact could be considered something you need some level of skill to successfully pull off, whether it is tackling someone or checking them with a stick. In a game, where players have to be precise or else you risk getting penalized for your actions and possibly ruining your team’s chances at victory. Women’s lacrosse has almost the same ruling, but there are harsher restrictions than the men’s. They have to find ways around in order to retrieve the ball and defend their goal. Not only is there a rule against a player’s body having contact with their opponents, but there are guidelines on crosse checking. Crosse Checking as defined in the 2020–2022 WOMEN’S INTERNATIONAL OFFICIAL PLAYING RULES by World Lacrosse is defined as “an extension of body checking whereby the defender attempts to dislodge the ball from an opponent’s Crosse by using controlled Crosse-to-Crosse contact.” The rules of crosse checking go over the “do’s and don’ts,” whether it involves the sticks positioning or the position of your body when attempting to check. There are more restrictions compared to the men who are allowed to hit their opponents.

Compared to men, women have to develop patience and timing on top of finding ways to decrease the possibility of getting penalized. Physical contact is a way to retrieve the ball without needing much skill, body checking is a short cut for players who do not have the proper stick skill to acquire the ball. Women need to develop these stick skills to recover the ball more creatively, while their male counterparts are allowed to slowly injure their opponents as the game progresses. They need to come up with plays to move the ball around the field while confusing the defense in order to score on the opposition’s goal. 

Despite the fact that the game times are exactly the same length with one hour game time and a fifteen minute half time, women’s games seem to go on forever. The players will then become angry at not only the referees, but at the rules themselves due to the overprotected nature of the sport. This, in turn, causes both the players and the audience to become frustrated throughout the game, and all of them become uninterested in the current play. Also, the game can easily come to a halt due to a referee making a minor call, causing the players to freeze. Due to these frequent and inconvenient calls, the players must quickly adapt to make up for the game’s lost time. Of course this can occur in both mens and womens lacrosse, but female players once again have to come up with more inventive plays and creative strategies in order to make up for there lost in time. Not only does this cause the women players to develop quicker thinking skills, but it in turn will increase each player’s agility. Throughout the history of women’s lacrosse players and fans have tolerated these game stopping rules for far too long. Regardless of the lack of reform due to the conflicting ideas between players and committee members, women have continued to make this game their own.

Despite all the frustration surrounding women’s lacrosse, not only from the spectators but the players as well, there has been no drastic change in rules for years. The lack of change is due to the players themselves not accepting the proposed revisions. For example, headgear upgrades, which most of the players look at as downgrades and overall pointless. Two Rowan’s Women’s Club Lacrosse players have their own opinions on the proposed headgear. Midfielder Kayleen McGill says, ”I have had multiple concussions, and I hate having to put this thing on, but it’s the only way I’m allowed to play lacrosse.” In contrast, goalie Meredith Case is impartial: “I’m a goalie so I’m used to wearing more gear than the others, I wear a helmet just like the guys, so I wouldn’t mind using a helmet in the field, even if they do make you look kind of funny.” From Boston College, former Attack Mid Kate Taylor has expressed that she would never want to wear a helmet. Instead,  she would rather get more physical without it. Regardless, the changes that could be made to help women’s lacrosse players have better game experiences, come at the price of possible helmet requirements, still brings them nowhere near the level of men’s lacrosse. Female lacrosse players would still have to come up with new and improved plays to win the game. Women have worked hard to achieve the skill level required to play women’s lacrosse, surpassing the men in stick skill, patience and cleverness in order to maneuver around the field to victory.

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