Reflection Paper on Romance on a Global Stage, by Nicole Constable Essay

Reflection Paper on Romance on a Global Stage, by Nicole Constable - Essay Example There are more than 350 matrimonial and dating websites on the internet that match the profiles of men and women with people from all over the globe and romantic union clearly demonstrates the amalgamation of the global community. Nicole Constable has discussed this aspect of the society in her unique study and compiled it in her book titled â€Å"Romance on a global stage: Pen pals, virtual ethnography and mail-order marriage’, where the substance of her prose focuses on real individuals in a romantic or matrimonial alliance with people in a different country and culture. (Constable, 2003, p. 198-208) The basic premise of the relationship centers on men from the west and eastern women; primarily Filipina or Chinese women. Constables work is not only based on theoretical evidences but also anecdotal that gives the readers a general insight into the matter. Marriage is one the most universal concepts and as mentioned earlier, as the internet is becoming more and more synonymou s with the world’s population, online relationships and mail-order marriages have become extremely common and as a result the differences between the value system between people belonging to various cultural backgrounds have become even more pronounced; however, the values have undergone a series of change in recent, as a result the global community has become more uniform. ... Online dating and mail-order marriage is a long-distance relationship, and couples are able to stay in touch only through the internet, telephone or the conventional method of writing letters to each other. (Piper & Roces, 2003) Sometimes, individuals also pay visits to their significant others in their home country until they finally immigrate. The cost involved is very high and often the immigration procedure takes a really long while due to rampant bureaucracy and red-tapism that further prolongs the waiting period for the husbands and their wives. During this time there are a number of issues that the couples face and must resolve in order to ensure a prosperous future together. The Asian women, who have applied for an American visa, have to endure the biting remarks of their peers that their husbands might have found someone else. Often officials working at the immigration office or INS are governed by their prejudices and biases towards various cultures and races and in order t o vent out their anger, they delay the procedure and make the wait longer for couples. In case of Freddie, who had a Filipina wife was subjected to the anger and frustration brought about by the immigration procedure due to the fact that the immigration had a personal grudge against people from the Philippines and thought they did not deserve to be allowed in the country. Their grudges and anger towards the race is a deep-seated one and has it origin in the country’s history whereby, Philippines chose independence instead of becoming a pert of the United States. However, the current economic situation of the country cause the people to move to America in pursuit of greener pasture but before that they have to face the immigration

About My Childhood Essay Example for Free

About My Childhood Essay My name is Rouda Mohammed Al-Suaidi. I started kindergarten at the age of 4 in one of the finest schools in Abu Dhabi, which is Al-Worood Private School. I felt so scared on my first day of school and I didn’t go to school alone. My mother used to stay with me in class which made some of my classmates laugh at me. I remember they used to call me â€Å"A baby† and â€Å"Mommy’s little girl†. I used to cry a lot when they call me this. I spent my whole childhood there from kindergarten until High School. Throughout my childhood, I faced several successes and challenges. One of my successes in my childhood is being a famous basketball player in school. It first started at home, where I used to have a small basketball hall to practice and play with my family and friends especially in the weekends. At first, I didn’t have any idea on how to play this sport, but with the help of my precious father and uncle, they taught me all the ways and techniques to be an excellent basketball player. After being taught by my father and uncle, I started implementing the techniques and ways in mini basketball competitions, which were just amongst the students from grade 6-12. Although I was a fat, chubby young basketball player in school, my P.E teacher wanted me to compete with other international schools in Dubai and Sharjah. In the beginning, I was anxious and worried to compete with the schools in Dubai and Sharjah. Moreover, I was terrified because I had an image in my mind that the students their will make fun of me and laugh because I was fat. See more: Social process essay My P.E teacher motivated me and started training me after school time. After a lot of training and support from both my P.E teacher and family, I competed with the other schools and our school was ranked the 2nd best school in playing basketball. I was so happy about it but I wished to be ranked the first, but it never de-motivated me in practicing more and more. My father always told me: â€Å"be optimistic and never be pessimistic† and since then, I’ve been following my father’s quote until my recent life. Another success in my life was helping my cousin in raising two of her only children, a boy (Ali) and a girl (Sarah). At that time, Ali was just 18 months and Sarah was only 3 months. Ali and Sarah were everything to me. They were staying with me most of the time from the afternoon after I directly come back home from school till the evening around 10. However, in the weekends, they used to sleepover in our house. When I come back home, I used to eat lunch quickly and finish my school work quickly just to spend time with them. After I finished all my studies, I used to play with them, feed them lunch and dinner, bathe them at night before they leave in the weekdays and create a time for their naps during the day. The reason behind me helping my cousin in doing the mother duties is because my cousin was going through a process of having a divorce. After the divorce, my cousin went through depression and when I saw her like that, I offered to help her in her duties towards her children. So, she showed me how to do several things like: changing their diapers, play gently with them and taking turns while playing, share toys with each other, how to make them sleep, feed them and many other things. Although it is a very hard job raising a child, it didn’t prevent me from learning to be a successful mother in the future when I have my own children. Also, it didn’t stop my studies in sch ool. Moreover, it made me more focused in class and become a better student. Being a make-up artist is my third success through my childhood. In order to reach that success, I had to watch a lot of people putting make-up, ask them to teach me the techniques on how to put make-up and arrange the colors of the make-up when drawing the eyes, understanding and knowing the differences of all skin types for the make-up. Also, I used to watch people putting make up through T.V programs, watch the whole program and write down my questions on a piece of paper and send them an email in order to ask my questions and wait for their reply. Being a make-up artist was my childhood dream and after learning the basics and imitating it on the people, I became more confident and would want to expand my dream into opening my new make-up beauty center in the short term time. Although there were some successes in my childhood, I also faced many challenges. One of my greatest challenges was feeling embarrassed and lonely. During my childhood, I was always embarrassed of myself because I was very fat. The students in school used to make fun of me and call me different names: like â€Å"you look like pumba†, â€Å"you look like an old cow†, and many other names. I used to cry a lot to my mother when I go back home. Because I stood quiet and listen to students for years making fun of me, I turned to be a lonely person in my childhood. I used to be alone in the music lessons, art lessons and in the break times. I used to like walking alone, not playing with other children like all other normal children do. The reason behind this was my worry of the children making more fun of me because I was fat. This issue affected me a lot as a child but as I grew up, I started to be more sociable with the people. Another challenge is to know and understand the quality of time. As a child, I always wanted to play and have fun. I never organized my time and never valued the quality of time. I always wanted to lose time when I was assigned for any job for my mother or finish my school work very quickly and not caring about my work at all. All I wanted is time for playing only. As I grew older, I had many commitments to do in life like studying to become an excellent student and get high grades that would allow me to enroll in one of the best universities in Abu Dhabi, being with my family by visiting them, living my personal and social life and others. Unfortunately, I realized that I couldn’t mange my time at all and I was eager for help. My family was very supportive. They got me books on time management and I started reading those books, learning the techniques on how to organize your time. After a period of time, I started organizing my time, appreciate and value the quality of time. Finally, meeting my family’s expectation was also one of my challenges in life. The reason behind it is that parents expect a lot from their children. They expect to be successful, talented, hard working, enthusiastic and many other things. You wouldn’t want to embarrass yourself in front of your parents, because they always think that they’ve raised a perfect child whereas no one is perfect and everyone has negative and positive side effects. In my childhood, my parents expectations to me was being an excellent students, getting high grades in my exams and quizzes. I felt overwhelmed, pressured and exhausted because I didn’t want embarrass myself with my parents and I didn’t want them to get angry and mad at me for not at least trying to reach their expectation. I was trying very hard to meet their expectations in any of the issues and expectations and eventually I did.

Challenges To Singapores Education

Challenges To Singapores Education At the Teachers Day Rally last September, Prime Minister Goh Chok Tong outlined the challenges to our education system. A key imperative was National Education. Many Singaporeans, especially pupils and younger Singaporeans, knew little of our recent history. They did not know how we became an independent nation, how we triumphed against long odds, or how todays peaceful and prosperous Singapore came about. This ignorance will hinder our effort to develop a shared sense of nationhood. We will not acquire the right instincts to bond together as one nation, or maintain the will to survive and prosper in an uncertain world. For Singapore to thrive beyond the founder generation, we must systematically transmit these instincts and attitudes to succeeding cohorts. Through National Education, we must make these instincts and attitudes part of the cultural DNA which makes us Singaporeans. The Prime Minister set up a committee, chaired by Mr Lim Siong Guan, to study how to introduce National Education into our education system. The Committee has worked out a plan to do so. To take the next step forward, we need the full commitment of every teacher and principal. National Education is not just a book subject. It must appeal to both heart and mind. Unless you are personally convinced of its importance, committed to the cause and have the knowledge and passion to teach National Education competently and whole-heartedly, the plan will fail. Lessons from Other Countries Singaporeans are not unique in needing National Education. Other countries take National Education as a matter of course. Japan is a tightly-knit, cohesive and group-oriented society, with a long history and a strong sense of unique identity. Yet Japanese schools start early to teach pupils Japanese culture, values, history and geography, and even the politics and economics of Japan. As pupils get older, they also learn about the cultures and histories of other countries. In so doing, they understand even better what makes them uniquely Japanese. Japanese schools go to great lengths to instill group instincts and a sense that every student is an equal member of the group. They have strict regulations on school uniforms, school bags and shoes. Students are grouped into teams called hans. Members of each han play together and eat together. They take turns to perform specific responsibilities, whether it is the daily cleaning of school premises or serving lunch. Academically stronger students are expected to help their weaker friends. Those who do not are ostracised. Students organise the school sports day themselves. Competition is based mainly on team events; there are few or no individual events. All students participate, including those with disabilities. Japanese schools do all this not because they believe that all students are the same in every respect or have identical abilities. But they want every student to be equally valued as a member of the group, recognised for his strengths, and for what he can contribute to the group. And so it goes for Japanese society. In US schools, every child is taught the American heritage George Washington, the Declaration of Independence, the US Constitution, the Civil War, and the Civil Rights movement. Students take part in community service. Learning to be a responsible citizen begins young. It is a deliberate inculcating of American political and social values and ideals, to ensure the next generation grows up with these ideas deeply ingrained. It is a process of indoctrination like any other, no less so because the children are brought up to cherish American values of individual liberty. And it is so successful that many Americans are completely convinced that American values are universal values of mankind. If countries like Japan and the US, with long histories and deep roots, have found it essential to pass on national instincts systematically from generation to generation, all the more Singapore, a young country barely one generation old, must make a concerted effort to imbue the right values and instincts in the psyche of our young. Objectives Of National Education National Education aims to develop national cohesion, the instinct for survival and confidence in our future. We cannot offer our next generation any fixed formula for success, or even any set goals in life. They will face new circumstances and problems. They will need to think through and work out their own solutions. But we must equip them with the basic attitudes, values and instincts which make them Singaporeans. This is the common culture that will give them a shared perception of life, and draw them closer together as one people when confronted with serious problems. This will give them a well-founded faith in the countrys future. This is the DNA to be passed from one generation to the next. There are four elements to achieving this objective. First, we must foster in our young a sense of identity, pride and self-respect as Singaporeans. This will strengthen their emotional attachment to the nation, and their sense of rootedness. We are proud of our country. We are proud of what we have achieved together our economic progress, our clean and green environment, our open and clean system of government, our way of life. We are proud that each of us, in his or her own way, contributes to Singapores success. But success must not lead to hubris. We must never be over-bearing or arrogant, or look down on people from other countries. We do not have all the answers for ourselves, much less for other countries. But neither have we any reason to be ashamed to say, I am a Singaporean. In fact, quite the contrary. Second, our young must know the Singapore Story how Singapore succeeded against the odds to become a nation. National Education is not an abstract sermon on general principles of nationhood. It is to do with a special story, our story. It is the story of Singapore, how we came to be one nation. We did not start off with this goal, or even as one people. Nobody imagined this would be the outcome. As a British colony, from 1942 to 1945 for 3Â ½ years of the Japanese Occupation we suffered a traumatic experience of cruelty, brutality, hunger, and deprivation. We lived through the post-war years of Communist-inspired unrest and upheaval. We then joined with the Federation of Malaya to form Malaysia. Despite pressure and intimidation we stood firm in Malaysia against the communalists. The issue was a fundamental one: equal basic rights and opportunities for all Malaysian citizens under the Malaysian Constitution, and no special rights for anyone in the State of Singapore on the basis of race, language and religion, as was agreed in the State Constitution of Singapore. As a result we suddenly found ourselves out on our own as an independent country, with few means to make a living or defend ourselves. Yet we developed our economy, built up the SAF, educated and housed our people, got them to work together, and gradually became one nation. Year by year we transformed Singapore int o what it is today. Knowing this history is part of being a Singaporean. It is the back-drop which makes sense of our present. It shows what external dangers to watch out for, and where our domestic fault lines lie. It explains what we stand for and believe in, and why we think and act the way we do. It gives us confidence that even when the odds look daunting, with determination and effort we will prevail. Thirdly, our young must understand Singapores unique challenges, constraints and vulnerabilities, which make us different from other countries. Singapore is not as other countries. We will always be small, we will always worry about our water supply, we will always have to work harder and do better than other countries. That is the hand which geography and history have dealt us. Overall it is not a bad hand, nor have we played it badly. We have compensated for these constraints by being more resolute and resourceful, more efficient and productive, and quicker and nimbler than other countries which are better endowed and have larger margins for error. And we have been so successful that sometimes we forget that the underlying realities endure, and have not gone away. Singaporeans need to understand these realities, to work together and support the policies that are necessary to deal with them. Knowing our constraints should make us more determined to overcome them. It is no cause for despair. We overcame more severe difficulties in our first years of nationhood, with far fewer resources, and in more dire circumstances. We are much better placed to tackle them now. Finally, we must instill in our young the core values of our way of life, and the will to prevail, that ensure our continued success and well being. Our core values include the system of meritocracy which guarantees fair and full opportunities for all, multi-racial and multi-religious harmony, and honest and competent government working for the long-term interests of all Singaporeans. We often take these for granted, because things have been this way in Singapore for a long time. But not new citizens, who often come with fresh direct experience of very different societies. Pupils must learn to treasure and uphold these social and political values. If we ever lose them, Singapore will quickly become a very different place. Strategies We need to develop national instincts among pupils at all levels. National Education will begin in schools and continue in post-secondary and tertiary institutions. After ten to fifteen years of education, all students should know the facts about Singapore and feel attached to Singapore, their best home. Those likely to go on to play leadership roles later should at least have had some preliminary preparation for their responsibilities. We will achieve this through both the formal and informal curricula. Formal Curriculum We will introduce National Education content across the formal curriculum. We can do more of this in some subjects than others. The main subjects will be Social Studies and Civics and Moral Education (CME) at the primary level; History, Geography and CME at secondary level; and the General Paper and CME at the Junior Colleges. In addition, Literature and the languages can also be used. Subjects at Primary level In primary schools, we will start teaching Social Studies earlier -beginning from Primary 1 instead of Primary 4. Social Studies will complement Civics and Moral Education. CME will emphasise teaching of values and correct individual behaviour, while Social Studies will give pupils an understanding of Singapore society. Pupils must start early to learn about the society around them, to feel a sense of belonging to family, school and community, to befriend and accept pupils of all races, and to develop a simple, unabashed pride in Singapore. They recite the pledge, sing Majullah Singapura, and recognise our flag. Later they will learn the meaning of the crescent and five stars. But long before that, when they see the helicopter flying past with the state flag on National Day, they should sense that it is a very special occasion. Subjects at Secondary level At secondary level, students currently learn the history of our independence period only in Secondary 1. The O level History syllabus stops in 1963, which perversely omits the vital period leading to our independence. We will extend the O level History syllabus for Singapore to 1971. The period of Merger, Separation and the early years of independence will also be taught in Secondary 2 instead of Secondary 1, so that the students will be a little more mature, and appreciate better what was at stake. At the upper secondary level, we will develop a new Social Studies subject. It will cover issues central to Singapores survival and success our principles of governance, the strategies that have brought Singapore here, the role of key institutions like the SAF, HDB, CPF, EDB and NTUC, and our future challenges. It will use examples from other countries to explain what works and what fails, and derive lessons for Singapore. Subjects at the JC level In the junior colleges, students should start to learn what leadership involves, and to develop a commitment to serve society. Through the General Paper and Civics lessons, they must acquire the sense that they can shape their own future and, more important, that it is their responsibility to shape Singapores future. They must be able to think independently and rationally, and reach informed conclusions about national issues. MOE will take 3-4 years to implement the new syllabi. As the school curriculum is already heavy, we will make the changes without increasing the curriculum load. We want the new syllabi to give teachers more time, not less, to engage in creative ways to bring issues to life for their students. Informal Curriculum National Education is much more than learning facts. Knowing facts in itself will not develop the group spirit and emotional instincts of nation-hood among pupils. This will depend on the informal curriculum. Attitudes and values picked up through team ECAs and group activities, and the rituals of school life, will sink in deeper than anything learnt in the classroom. Each year, schools will also commemorate a few key events that mark defining moments of our history. These will include: Total Defence Day on the 15th of February, the anniversary of the surrender of Singapore to the Japanese in 1942, as a reminder of every citizens responsibility to defend Singapore. Racial Harmony Day on the 21st of July, marking the day in 1964 when racial riots broke out, to remind pupils of the importance and fragility of racial harmony. International Friendship Day to stress the importance of good relations with our neighbours, and to remind pupils that such good relations cannot be taken for granted. The actual date will vary from year to year, to mark such occasions like the end of the Second World War in the Pacific, the day Singapore joined the United Nations, or the end of Confrontation and the establishment of diplomatic relations with Indonesia. And finally, National Day on the 9th of August. Schools will arrange regular visits to national institutions and economic facilities, such as Parliament, SAFTI, water treatment works, the port, or the stock exchange. These visits will help to build pride and confidence among our students, and show them how Singapore has overcome our constraints through sheer will and ingenuity. Community service will strengthen social cohesion and civic responsibility among our young. At the lower primary level, we will encourage pupils to do community service within their own school taking care of the school grounds, keeping common areas clean. For the upper primary and secondary levels, a school may adopt an orphanage or old folks home, or take on long-term community projects like keeping a park or a residents corner clean. The Challenge of Teaching National Education I do not underestimate the difficulty you will have teaching National Education in schools. This is not just another school subject for pupils, or another duty for overworked teachers. We seek from pupils not just intellectual comprehension or accumulation of facts, but a personal commitment to Singapore, and an emotional bonding and identification with their fellow Singaporeans. To achieve this, you must yourselves feel passionately for the country, and understand instinctively our collective interests and what we stand for. Only then can you teach with conviction, instill pride and confidence in your students, and help them to acquire the right instincts. The Singapore Story is based on historical facts. We are not talking about an idealised legendary account or a founding myth, but of an accurate understanding of what happened in the past, and what this history means for us today. It is objective history, seen from a Singaporean standpoint. Not all the history books have been written, because hitherto many documents have been locked away in archives. But now 30 years after our independence the archives are starting to be opened, and the documents for this period are becoming available to historians. Progressively, a more complete picture will emerge. But the Singapore Story is also a live story. It concerns not only events which are receding into the past, but developments which continue in the present. Both teachers and pupils must take an interest in current affairs. They should know what is happening in the world or in our region which can affect us; what economic, social and political developments are taking place in Singapore. They should know what the national debate is about, what is at issue. The most vivid lessons in National Education are to be found not in the books, but in what we live through and what we observe happening around us. I am not proposing that students should form mini-political parties in schools, or demonstrate on the streets, as Chinese school students manipulated by Communist agitators did in the 1950s and 1960s. But students and their teachers must be alive to events around them, so that when they later become adults and exercise their duty as citizens to decide the future of the country, they will decide wisely. From time to time, issues will arise which contain lessons for the future for example when Michael Fay had to be caned for vandalism, or Flor Contemplacion was hanged for murder. Whenever this happens, we must make a special effort to get Singaporeans to understand what is going on, why we did what we did, and what it all means for us. Each such episode will be another piece of the Singapore Story. This makes the Singapore Story harder to teach, but also more exciting and relevant. In teaching the Singapore Story, you will have to deal with delicate issues, especially race and religion, and sometimes relations with our neighbours. We must treat such issues sensitively, but we cannot gloss over them. Amnesia is not an option. We cannot pretend that incidents involving race and religion never happened. They are part of our history. This is not a unique problem for us. For example, in America descendants of Unionists and Confederates both study the American Civil War; descendants of slave owners and slaves both learn about slavery and the civil rights movement. America is the stronger country for acknowledging these divisions in its past and coming to terms with them. In Singapores case, different races, owing loyalties to different countries, lived in the same British colony. They were moulded into one Singaporean people by their experiences before and after independence. Two race riots took place in 1964, which had been deliberately instigated to intimidate Singapores Chinese population. Many Chinese and Malays were killed. Riots occurred again in 1969, after independence, a spillover from the May 13 riots in Malaysia. Race relations in Singapore took years to recover from the trauma of these events. Unless pupils know these facts, and learn what they mean, they will never understand why we emphasise racial harmony so strongly, and insist that the majority Chinese community should never make the minority communities feel oppressed. Such ignorance will pose a real risk of racial conflict happening again one day. All Singaporeans, whether Chinese, Malay, Indian or Eurasian, can identify with the ideal of a multi-racial, multi-religious society which Singapores leaders fought for while in Malaysia, and which we have tried to realise as an independent country since 1965. It is because Singaporeans of all races, and especially their leaders, stayed united and refused to be intimidated that we separated from Malaysia. The issues which led to Separation were fundamental, and remain so today. By teaching the history of how we became one people, we will draw our races closer together. But our aim is not to expunge the differences between the ethnic groups. Each community contributes its own unique characteristics and strengths to our society. If Chinese Singaporeans lose their Chinese cultural heritage, or Malay Singaporeans discard their traditional customs and Islamic values, we become a much weaker society. We must create unity in diversity. Conclusion This National Education programme is a major undertaking. Its effects are long term. We will not know for many years how well we have inculcated values, attitudes, and habits that emotionally bond our people to one another, as proud co-owners of their best home, Singapore. As teachers and principals, you carry most of the responsibility for giving your pupils a total education, and for their National Education. The Ministry will back you up with the resources, guidance, and materials that you need. For example, MOE will produce a monthly series of videos for schools, to keep teachers updated on current affairs. The National Education Web Page we are launching will provide more information and be a channel for teachers to discuss ideas and share resources. The moulding of the next generation is in your hands. You must imbue them with a strong sense of national identity and social responsibility. If we fail, all that we have painstakingly built up over decades can unravel and fall apart within a few years. But put our best effort into this vital task, and we will succeed.

A Tale Of Two Cities: Reversal Of Characters :: essays research papers

A Tale of Two Cities: Reversal of Characters When writing a book, most authors are writing about an issue they have. However, other themes become apparent through the course of the piece, either consciously or subconsciously. One such theme is a reversal of characters in A Tale of Two Cities. Individuals and groups of people change dramatically from the outset of the book all the way up to its conclusion. Three of the most obvious changes in character are Sydney Carton, Madame DeFarge, and the French people as a whole. Sydney Carton is first described at Darnay's trial as not paying attention to what's going on, sort of an oaf. He is portrayed as a drunk, and even admits this to Darnay on their "date." However, love, they say, is strong; Carton's love for Lucy changed him greatly though the course of the novel. He stopped drinking when he visited, and even pledged his life to her, and everyone she loved. Carton changed even more dramatically when death on the guillotine was approaching. He waxed philosophical about the future, and even quoted a few scriptures. This is most certainly not the man first seen at the Old Bailey with the sideways wig. Another interesting change took place in the character of Madame Defarge. She is first portrayed as a woman of principle who is helping her husband with the revolution. However, Madame Defarge makes a startling metamorphosis from supporting character to antagonist when she is revealed to be the shadow. She is shown to be cruel and petty, not the compassionate woman one would assume of a leader of a revolution against tyranny. This part of the novel casts a shadow of doubt over the rest of the characters, and one begins to question the validity of all the characters. Finally, the French people themselves start out as downtrodden and miserable victims of a corrupt system. But it is illustrated that they could be just as heartless as their rich counterparts, the aristocrats, when it came down to it. For example, anyone who was an aristocrat, or even associated with aristocrats, was sentenced to death. As the novel went on, the French people grew more heartless, for the executions continued without end. This last reversal in character is the most disturbing, because it holds true in the real world. These examples are but a few of the many in A Tale of Two Cities, and this theme of character reversal one of a myriad of possible interpretations.

American Television Comedies Essay

It has been a long day. You are exhausted and arrive home after spending several hours at work or school. You decide to watch television and you try to find a funny show, anything that can make you laugh and make your day better. Choosing between several types of comedy shows is hard because there are innumerable reasons to watch one type or another. A television comedy can sometimes be your friend, your psychologist, your teacher, your passion and/or your hobby. There can be very innocent comedies while there are also more explicit ones. There can also be silly, simple comedies while there are also more elaborate and intelligent comedies. Your decision of selecting one television comedy should always be based in the current mood that you are in. There is clearly a vast buffet of comedy shows in America and the networks will continue to cook more shows in order to make us always completely satisfied. No matter where you are, as long as you have a television that works properly, you have the opportunity of watching any type of comedy show. You can decide between sitcoms, comedy-dramas, sketch comedies, stand-up comedies and animated cartoons. Your girlfriend or boyfriend can dump you, you can fail a class, you can have a fight with your friends or family but those television comedies are, and, will always be there for you to make you laugh, or cry, or both. Sitcoms These will make you have a good laugh most of the times. These have also been the most common, successful and culturally significant type of television comedy. They were originated in England but now predominate in America. They can be either really silly like The Office but at the same time comedic genius or they can be more intelligent and more complex like Community. These have two main types of filming, single camera setup and multi camera setup. One of the best normal single camera comedies of all time is Arrested Development which had the advantage of being a sitcom and having the opportunity to air a new season seven years after its last episode. The magic of sitcoms is that even after several years you can still relate to them and enjoy them completely. Another type of single camera comedy is the mockumentary with shows like The Office, Parks and Recreation and Modern Family. They are fake documentaries that follow a specific number of characters. Mockumentaries are usually really hard to get picked up by a network so when a mockumentary survives past the pilot, most of the times it is incredibly humorous and comedic genius. NBC tends to have more successful sitcoms and usually lines them up on Thursdays. So unless you are a party animal who starts partying on Thursday nights, you shouldn’t miss that lineup. Sitcoms are really easy to follow and you will most likely have to watch a whole season to understand the plot. Sitcoms are usually your best chance of laughing out loud. Comedy-drama These, sometimes also known as a dramedies, are programs that combine humor with more serious dramatic elements, providing you with laughs and tears. They aim for a considerably more realistic tone than conventional sitcoms. Dramedies can make you laugh and enjoy the comedy at the same time like Entourage. They won’t necessarily always make you laugh but their content itself is hilarious. They have you on the edge of your seat biting your nails while also pleasing you with some comic relief. One of the most critically acclaimed modern comedy-drama series is Girls which airs on HBO so you need to pay extra to watch it, or just wait until your creepy uncle who thinks he’s still a teenager lends you all the seasons on DVD. The continuity of character development and storylines are more relevant in comedy-dramas than in traditional sitcoms. Characters’ backstories tend to have a greater overall effect on storyline. One example of these is one of the most watched television shows of all time M*A*S*H. People identify themselves a lot with these types of comedies; they tend to be realistic and somehow manage to be extremely funny. M*A*S*H was such a big hit that became the most watched television episode in U. S. television history at the time, with a record-breaking 125 million viewers. If you like to cry and laugh at the same time then watch a dramedy. If you like romantic comedy films these are the comedy series that will most likely fit your personality. Even though sitcoms are the most famous type of television comedies, comedy-dramas are the most watched comedy shows, and if you like one episode of one of them, you will probably get attached to them to the point that you will have to cancel your plans of going to the club with your friends. Sketch Comedy â€Å"Live from New York, it’s Saturday Night! † Most people recognize that phrase. It was created in 1975 during the first episode of the cult television series Saturday Night Live. Sketch comedies are easy to follow and most of the times guarantee a good laugh. Perhaps SNL is the most common type of this style of comedy which consists of a series of short comedy scenes or vignettes, called â€Å"sketches†, commonly between one and ten minutes long. Often sketches are first improvised by the actors and written down based on the outcome of these improv sessions; however, improvisation is not necessarily involved in all sketch comedy. If the actors are really good and professional then you will definitely laugh hysterically. Sometimes the mistakes the actors make are usually the funniest parts because most of the sketch comedies are filmed live, so if an actor loses it and starts laughing he has to continue either way. It is always amazing to see a professional actor and comedian lose it and try to get his or her composure back. Stand-up Comedy Stand-up comedies guarantee a good laugh, especially if you are up to date with current events. In these comedies, a comedian usually recites a fast-paced succession of humorous stories, short jokes called â€Å"bits†, and one-liners, which constitute what is typically called a monologue, routine or act. Some stand-up comedians use props, music or magic tricks to enhance their acts. The most common examples of this are the talk shows like Ellen, The Tonight Show with Jay Leno, Late Night with Jimmy Fallon, Jimmy Kimmel Live! , Late Show with David Letterman, Conan, The Colbert Report, The Daily Show with Jon Stewart and Late Late show with Craig Ferguson. These shows are usually really funny and can have some cultural or political content that can update you with current events or lets you see some issues in the eyes of another person. These stand-up comedians tend to be really smart people, like Conan O’Brien, and can turn the simplest thing into something with and immensely amount of comic material. It is also funny to see how comedians fight with each other like Jay Leno with Conan O’Brien did in 2010 over The Tonight Show. This didn’t help either of them because Jimmy Fallon is going to take over as host of The Tonight Show after the 2014 Winter Olympics. That show promises a lot and will definitely be one of the highest rated and most critically acclaimed since Fallon is an extremely talented omedian and musician. These stand-up shows are usually the best way of ending a horrible day. Unlike sitcoms, you can watch most of the shows that there are in every network but you will most definitely have a favorite, and you will stick with it, forever. Unlike the sitcoms, stand-up comedies can be seen at any time because there is no chronological order that will affect its content. Animated Cartoons These are typically hand crafted for children. Animated cartoons won’t necessarily make you laugh but most certainly make you at least giggle. Early children’s programming often recycled theatrical cartoons; later, low-budget animation produced especially for television dominated Saturday-morning network programming in the US. Some of the most known animated cartoons are The Jetsons, The Flintstones, The Simpsons, South Park, Beavis and Butthead, Futurama and Family Guy. Though most of them are designed for children, there are a few of them that are specifically made for adults like South Park and Family Guy. Animated Cartoons have been the only reason for waking you up, during your childhood, early on a Saturday morning and make you happy. Most of the modern animated cartoons that are intended for mature audiences only tend to be very explicit, controversial, racist and profane; yet, they are still incredibly funny and, unless you are a prude that takes every joke from everywhere personal, you should be able to laugh and enjoy them. You have reached a point in your life where thinking of waking up early on a Saturday morning is an impossible scenario, so leave the animated cartoons for your kids. If you want a new hobby and want to follow something for almost a whole year then watch some sitcoms that will surely make you laugh. If you are a drama queen that appreciates comedy then surely comedy-dramas are for you. If you get home late at night and your wife or husband wants to get kinky with you but you’re really tired then watch a stand-up comedy. They will make you laugh while your partner cries. If you feel like you want to see some people doing impersonations of famous people then watch some sketch comedies. No matter how old you are, what ethnicity you are, or if you are a male or a female, there will always a comedy series for you, ready to make you laugh, cry, or both.

Physical Punishment essays

Physical Punishment essays Physical punishment is something that has been argued by parents, doctors, and teachers for years. Many parents feel that the child is theirs and they should be able to do what they want. Some parents think that a child is a blessing and should be treated with loving care. There are many ways to punish a child. Physical punishment does not have to be one of those ways. Today there are many resources available to show you how to discipline When you hit a child, you are showing that child that hitting is an acceptable way for them to express their anger and emotions. Some may think that you are doing it for the childs own good, but how can hitting a child be considered something good? Children learn what we teach them. If we teach them that it is ok to hit, then they will think that whenever they dont get their way they can just hit someone or something and they will get what they Hitting does not teach a child a lesson. Unless being violent is the lesson you wanted that child to learn. Children learn lessons when we sit them down and talk to them about what they did wrong and decide on an acceptable punishment. A popular form of non-violent punishment is timeout for the child. When the child misbehaves, have the child sit for a specified amount of time to give the child time to settle down and maybe think about what it If a child thinks that every time they do something wrong they will get hit, then eventually the child will be afraid of misbehaving. Essentially teaching the child they have to be perfect in order to not get hit. Children need to learn from their mistakes. That is what will help them grow up into a responsible adult. Being afraid of their parents should not be part of ...