Research Paper

Nigel Grant

Freshman Composition

Ms. Noone

December 1, 2014

Bullying

Bullying within an educational environment can impede children from achieving full academic success. It is a problem in today’s society that must be addressed with strict vigor and vitality. Bullying can come in many forms because there is not one set of common characteristics to describe this form of abuse. Making threats, spreading rumors, attacking someone physically or verbally, purposeful exclusion and cyberbullying are all actions that relate to this act. The youth in our society are the future leaders and innovators of tomorrow. Unified action must be initiated to rid schools of bullying because it is a problem among young children that not only effects educational progression, but possesses destructive effects on the child being bullied and the bully as well.

Bullying can be described as unwanted or aggressive behavior among school aged children. It involves a real or perceived power imbalance. The behavior is repeated and is almost always repeated or has the potential to be repeated over time. The most common setting for bullying is in schools. A society called the American Society for Positive Care of Children, or the SPCC, has taken the initiative to raise awareness on bullying. According to the SPCC, “About 28 percent of students ages 12 to 18 reported being bullied at school during the school year” while “1 in 3 U.S. students say they have been bullied at school”. These shocking stats show that bullying is a problem that must be addressed with quickly and effectively. There are many kids today that dread going to school because of the physical or verbal aggression of other students and many others who go to school in a constant state of fear, depression or anxiety. The SPCC also provides statistics for bullying on a national level. The SPCC reported that “20% of U.S. students in grades 9 to 12 experienced bullying. Approximately 30% of young people admit to bullying others in surveys. 70.6% of young people say they have seen bullying in their schools while 62% witnessed bullying two or more times in the last month and 41% witness bullying once a week or more. Also 6% of students in grades 6 to 12 have experienced cyberbullying”. These current statistics show how bullying is a problem in the United States and needs to be resolved.

There are many causes to why bullying occurs and a similar amount go characteristics to these bullies and their victims. Children tend to act out what they see. Mass media, social media, household atmospheres and social atmospheres are all places where children can pick up on aggressive behaviors and try to imitate them. In a journal titled “What Teachers and Schools Can Do to Control the Growing Problem of School Bullying”, author Hani Morgan explains school bullying, or “peer victimization”, and how it can be harmful if schools and teachers do not implement effective bully-prevention programs. Morgan writes that “children often model what they see; when children observe aggressive behavior in the mass media, they learn bullying behaviors”. Violent video games and social media are prime sources that Morgan describes. Today, children have easy access to these sources and are at a stage where they are easily influenced to engage in what they call fun. Websites like YouTube and World Star are full of videos that have explicit or violent content just to name a couple. The videos being posted are put up for entertainment but have unintentionally and negative effects on youth. In the journal, Morgan also explains that children “learn aggressive behavior by observing

other children, or adults, directly”. This can come in the form of other children fighting each other or even domestic abuse. Unless children are engaged in constructive conversation with adults about what they experience and what they see, then bullying behavior will continue to be a risk and a problem in schools.

Bullying is a rising problem in schools today and a solution needs to be implemented to stop this problem from becoming any worse. Unfortunately bullying is a subject that many teachers and faculty do not have the proper training for, but there are ways that initiate a change   in schools. This change can be described best though Hani Morgan’s words in her journal

“What Teachers and Schools Can Do to Control the Growing Problem of School Bullying”. Morgan says that “educators need to understand that implementing an effective anit-bullying program is not a simple task that can be fulfilled in a single session but, rather, must be a prolonged and detailed effort involving all members of the school community in order to change the culture of bullying”. Bullying is not a problem that can just be taken care of quickly. Similar to how bullying begins is the method to how it must be stopped. Bullying is developed over time through children’s observations of the situations and actions around them and then is repeated through their own actions. An intervention program must be developed in the same way. Children must be able to see the correct actions and learn positive and helpful behaviors. Behind these programs must be basic principles that are nationally accepted. In a journal titled “Bullying or Peer Abuse at School: Facts and Intervention”, author Dan Olweus describes basic principles of a bullying prevention program that can serve as a model for future programs. Olweus writes that “it is [thus] important to try to create a school environment characterized by warmth, positive interest, and involvement from adults, on one hand, and firm limits and rules, on the other”. He is saying that there needs to be a certain level of monitoring of children in and out of school. Parents and faculty of the school need to act as caring authority figures who implement not just standard school education, but influential life lessons and behaviors that can effect children in a positive manner. This is the solution.

Awareness of bullying as a problem of education is the first step to this solution. The next steps are programs that are geared to the supervision of children’s behaviors and habits. A positive education atmosphere must be the goal of each and every school. There has to be a mix of strict and caring attitudes that oversee the entire educational culture in a school. This is a problem that can be solved in our society.

Works Cited

Awiria, Onesemus. "Bullying at School - What We Know and What We Can Do." British Journal of Educational Studies 42.4 (1994): 403-06. JSTOR. Web. 21 Nov. 2014.

"Bullying." American SPCC. American Society for the Positive Care of Children, Jan. 2013. Web. 21 Nov. 2014. <http://www.americanspcc.org/>.

Hani, Morgan. "What Teachers and Schools Can Do to Control the Growing Problem of School Bullying." Clearing House 85.5 (2012): 174-78. Ebsco Host. Web. 21 Nov. 2014

Olweus, Dan. "Bullying or Peer Abuse at School: Facts and Intervention." Current Directions in Psychological Science 4.6 (1995): 196-200. JSTOR. Web. 23 Nov. 2014.

Descriptive Essay

Nigel Grant

Freshman Composition

Ms. Noone

November 3, 2014

Humans are Wild

According to the dictionary, a wild animal is one that lives in the natural environment. Humans, though scientifically classified as an animal, view wild animals as incomparable to themselves, but both species are actually very similar in the way they act. Zoos provide people with the perfect opportunity to see that these wild creatures are not much different from humans. The National Zoo in Washington, DC exemplifies how humans and animals are alike in interaction.

Classes and families pile into the entrance of the zoo. Children anxiously ran toward the entrance to be treated by the Zoo’s first attraction: the stone lions lining the start of the trail. The children’s rambunctious behavior overwhelmed their patient guardian or caretaker. Opposite to the children’s desires, the parents carefully packed up the supplies for the trail and locked their vehicles. Finally, the children were granted their wish of entering the wild amusement park.

Once you enter the park there are a variety of exhibits, each unique with its species, to choose from. The major exhibits are Amazonia and Asia Trail, Great Apes and American Trail, and Think Tank.

The Amazonia exhibit gave the tourist a taste of animals that are native to the Amazon River; Titi monkeys, two-toed sloths, river stingrays, and poison dart frogs are display. Of this group the most notable animal was the poison dart frog. These tiny creatures are not to be messed with despite their small frame. Their toxicity level keeps away would-be predators from preying on them. What they lack in size they make up in poison. The two-toed sloths were also intriguing creatures to learn about. This nocturnal mammal is unable to walk and is forced to climb trees in order to get around its habitat.

The Asia Trial, of course, consists of animals from the Asian region of the world. Without a doubt, the main attraction from this trail is the Giant Pandas Habitat. There you will find two fluffy giant pandas, Mei Xiang and Tian Tian. The friendly and harmless face of these two giant balls of fur masks the ferocity and power that the two pandas posses. They are very calm and collected as they just park themselves on what seems the lushest patch of grass to take a load off. They seemed to be having a picnic, chewing on bamboo. Every so often their ears would perk up as if someone in the crowd disturbed their peaceful evening.

The Great Apes exhibit was surrounded with many people. Of all the attractions in the zoo it seemed to have the highest density of people. People were awe-struck by the closest looking animal to a human: the Gorrilla. The huge, strapping, black, manly creature strolled around his pen as if he were a king addressing his subjects. A beast filled with such confidence. The attitude from their walk gives off the impression of something not to be messed with: Chest to the sky, brawny arms, deathly scowl.

The American trail shows off animals that more familiar to the U.S. citizens due to the fact that the trail displays animals from the North American region. There many woodland animals, for example beavers, wolves, and otters, can be spotted. The crowd favorite from this certain exhibit was American bald eagle, the nation’s animal. This animal epitomizes greatness and importance. The massive wingspan of the bird can bring any man to his knees. Then the wings are complemented by the sun golden beak and wall piercing blue eyes, not to mention the razor-sharp talons.

Lastly, the Think Tank is a place for visitors to understand more how animals think and adapt to their environment. The O Line connects the Think Tank to the Great Apes exhibit. It is used as a highway for the orangutans to travel freely to and from each habitat. The dull orange orangutans look like wise old men, with its balding hair but full beard. They are unbothered as they stroll across their own personal to the habitat of their choice.

The National Zoo is a great occasion to explore the lives of wild life and see how similar their characteristics are to humans. The Pandas display family qualities when they seemed to have a nice lunch together in the middle of the cage. The gorilla and the bald eagle epitomized qualities that people strive to have and live with on a day-to-day basis. Then the orangutans exemplified the wise old grandpa that we all have and love. Animals are not too dissimilar from humans. Based the children’s behavior, humans might be more wild than the animals in the zoo.

Critique Essay

Nigel Grant

Ms. Noone

Freshman Composition

October 14, 2014

Understand and Appreciate the Legacy

Hamden Rice is one of the top writers of a renowned blogging website, the Daily Kos. Recently, he wrote an article titled “Most of You Have No Idea What Martin Luther King Actually Did” that stated his opinion on what Martin Luther King, Jr. did for the African American community.According to the blog, Rice suggested that the younger generation is unaware of the full impact that Martin Luther King, Jr. had on the Civil Rights Movement. Rice’s main point pleads that Martin Luther King, Jr.’s accomplishment should be owned solely by the African-American community, and not the American community as a whole. He says, “His main impact was not to make white people nicer or fairer. That's why some of us who are African Americans get a bit possessive about his legacy. Dr. Martin Luther King's legacy, despite what our civil religion tells us, is not color blind.” (Rice, par. 3). Rice is stating that Martin Luther King’s legacy was only for the empowerment of black people but not for overall equality of races. I disagree with Rice’s main point because separating who should be celebrating King’s accolades would contradict all of the standards that Martin Luther King, Jr. fought for. Furthermore, I believe that King’s teachings were, in fact, color blind. However, I do agree with Rice’s point that too many people, mainly from the newer generation, are ignorant to the importance of King’s movement and the sacrifices he endured as a leader. Rice states, “Before I tell you what my father told me, I want to digress. Because at this point in our amnesiac national existence, my question pretty much reflects the national civic religion view of what Dr. King accomplished. He gave this great speech. Or some people say, ‘he marched.’” (Rice. par. 12). Rice generalizes that people only know about Martin Luther King’s famous event: his “I Have a Dream” speech.

Rice believes that Martin Luther King did not care about the equality of all races but instead just for the equality of black Americans, but I beg to differ. Rice believes that “his main impact was his effect on the lives of African Americans, not on Americans in general,” (Rice, par.3). This previous statement that Rice announces is distasteful to the standards that Martin Luther King, Jr.’s legacy is known by. Martin Luther King, Jr. stood for the equality all people. He did not want just African-Americans to have equal opportunity as caucasian people; He wanted every American to be able to have equal rights and privileges as everyone else. This way of thinking is completely contradictory to the message that Mr. Rice is trying to convey in his blog.  

Martin Luther King, Jr.’s “I Have A Dream” speech is possibly his most distinguishing event in his short but meaningful career. This particular speech and other acts of Martin Luther KIng, Jr. helped equality to black people across the United States. Sadly, certain people only know Martin Luther King, Jr. for the famous speech, but fail to remember all the other great triumphs of the African American community. For example, He was arrested five different times for civil disobedience due to his participation in protests for the civil rights movement. “He ended the terror of living as a black person, especially in the south.” (Rice, par. 16-8). I agree with Rice’s comment because people need to understand that equality was not just having the same materials as the white man, but instead living without fear of the white man.

Ultimately, the significance of this article is that people need to attain more knowledge about the whole truth of Martin Luther King, Jr’s legacy. As a nation, African Americans especially must understand the struggles and sacrifices he labored through in order for society to develop into what it is today. This critique of Hamden Rice’s blog is also important because this critique will help him to see another point of view of Martin Luther King’s legacy. Based on his writing, he expressed a sense of tunnel vision in his thought process and felt no need to see solutions through a different light. Readers should use this critique as an eye opener for another way of thinking about the topic of Martin Luther King’s Achievements.

Works Cited

Rice, Hamden. "Most of You Have No Idea What Martin Luther King Actually Did." Daily Kos. N.p., n.d. Web. 14 Oct. 2014

Personal Narrative

Nigel Grant

Freshman Composition

Ms. Noone

September 15, 2014

A Dream Can Become a Reality

            “Dad, I will play division one soccer,” I declared. On the surface I was confident and secure, but in my mind, I was scared and unsure of my future. I had just begun high school, but I had immense expectations for myself in the future: I planned on playing soccer for a top university, while that college paid for my education. This dream of mine was not an easy feat to accomplish. I had many things pushing against me: nobody at my high school had ever attended a prestigious college for soccer, no college coach knew of me, I had not even cracked the roster on my high school team. None of those obstacles mattered to me, though; I just knew that my destiny was to be a college footballer. I had four years to achieve my dream. Little did I know, making my dream a reality would require dedication and patience.

            My first year of high school, I trained hard to increase my stamina and build muscle. I dedicated my time to a local gym where I lifted weights after school and took daily runs with a few of my friends.  A couple months later, I earned my spot on an adult team to familiarize myself with playing with people older than me.  At first, the older guys thought I was unable to keep up with them, but I showed them that I was willing to work hard to prove myself. However, my dream was put on hold my sophomore year. The guys that I played with for a year had all gotten accepted to colleges out of state. Even though I still played for my school, I didn’t think the competition was tough enough to satisfy me. Playing with the older team taught me how to outsmart the other high school players because the marginal difference in the skill level was very wide.

            The next year, my junior year, I prepared myself for the new school year and the upcoming soccer season. I began to pay more attention to my health and vowed to take better care of myself by working on my skills and working out at the gym daily. I worked on my ball control, bench press and squats. Practices began to pass by faster because soccer became my main priority. I worked with my younger teammates just like my older teammates had for me. That year, I helped lead my team to the semi-finals and even scored a goal.

            Senior year, on top of working on earning a championship win for my team, I applied for college. The recruiting process was difficult and nerve wrecking.  After reviewing my highlight footage, the coach from the University of Cincinnati called and asked if I was willing to play for the school but said that I wouldn’t be able to play my first year. A few months later Coach Gyau from Howard called and asked me to play and told me I would be able to play my freshman year.  At this moment, I realized that all my hard work had not dissipated. My hard work and dedication contribute to my success, and I have proved, at least to myself, that a simple dream can become a reality.