چگونه Essay بنویسیم؟ – آموزش نحوه نوشتن Essay به انگلیسی

A common frustration for teachers is students’ use of Wikipedia as a source in their writing (Topic Sentence). Its prevalence among students is not exaggerated; a survey found that the vast majority of the students surveyed used Wikipedia (Head & Eisenberg, 2010). An article in The Guardian stresses a common objection to its use: “A reliance on Wikipedia can discourage students from engaging with genuine academic writing” (Coomer, 2013). (Evidence) Teachers are clearly not mistaken in viewing Wikipedia usage as ubiquitous among their students, but the claim that it discourages engagement with academic sources requires further investigation (Interpretation). This point is treated as self-evident by many teachers, but Wikipedia itself explicitly encourages students to look into other sources. Its articles often provide references to academic publications and include warning notes where citations are missing; the site’s own guidelines for research make clear that it should be used as a starting point, emphasizing that users should always “read the references and check whether they really do support what the article says” (“Wikipedia: Researching with Wikipedia,” 2020). Indeed, for many students, Wikipedia is their first encounter with the concepts of citation and referencing (Counter-evidence). The use of Wikipedia, therefore, has a positive side that merits deeper consideration than it often receives (Final Sentence).

The invention of the printing press in 1440 changed this situation dramatically. Johannes Gutenberg, who had worked as a goldsmith, used his knowledge of metals in the design of the press (ُTopic Sentence). He made his type from an alloy of lead, tin, and antimony, whose durability allowed for the reliable production of high-quality books. This new technology allowed texts to be reproduced and disseminated on a much larger scale than was previously possible. The Gutenberg Bible appeared in the 1450s, and a large number of printing presses sprang up across the continent in the following decades (Explanation). Gutenberg’s invention rapidly transformed cultural production in Europe; among other things, it would lead to the Protestant Reformation (Concluding Sentence).

Since elementary school, I have always favored subjects like science and math over the humanities. My instinct was always to think of these subjects as more solid and serious than classes like English. If there was no right answer, I thought, why bother? (Background) But recently I had an experience that taught me my academic interests are more flexible than I had thought: I took my first philosophy class (theme).

Before I entered the classroom, I was skeptical. I waited outside with the other students and wondered what exactly philosophy would involve—I really had no idea. I imagined something pretty abstract: long, stilted conversations pondering the meaning of life. But what I got was something quite different (Description).

A young man in jeans, Mr. Jones—“but you can call me Rob”—was far from the white-haired, buttoned-up old man I had half-expected (Character introduction). And rather than pulling us into pedantic arguments about obscure philosophical points, Rob engaged us on our level. To talk about free will, we looked at our own choices. To talk about ethics, we looked at dilemmas we had faced ourselves. By the end of class, I’d discovered that questions with no right answer can turn out to be the most interesting ones (Development).

The experience has taught me to look at things a little more “philosophically”—and not just because it was a philosophy class! I learned that if I let go of my preconceptions, I can actually get a lot out of subjects I was previously dismissive of. The class taught me—in more ways than one—to look at things with an open mind (Conclusion).

On Sunday afternoons I like to spend my time in the garden behind my house. The garden is narrow but long, with a corridor of green extending from the back of the house, and I sit on a lawn chair at the far end to read and relax (Introductory Sentences). I am in my small, peaceful paradise: the shade of the tree, the feel of the grass on my feet, and the gentle activity of the fish in the pond beside me (personal impression).

My cat crosses the garden nimbly and leaps onto the fence to survey it from above. From his perch, he can watch over his little kingdom and keep an eye on the neighbors. He does this until the barking of the next-door dog scares him from his post, and he bolts for the cat flap to govern the safety of the kitchen (Description of an event).

With that, I am left alone with the fish, whose whole world is the pond by my feet. The fish explore the pond every day as if for the first time, prodding and inspecting every stone. I sometimes feel the same about sitting here in the garden; I know the place better than anyone, but whenever I return I still feel compelled to pay attention to all its details and novelties—a new bird perched in the tree, the growth of the grass, and the movement of the insects it shelters… (Analogy)

Sitting out in the garden, I feel serene. I feel at home. And yet I always feel there is more to discover. The bounds of my garden may be small, but there is a whole world contained within it, and it is one I will never get tired of inhabiting (Conclusion).

Research indicates that while digital communication has enhanced the capacity of people to connect across cultures, there are limitations regarding how this communication translates to genuine connection. Many scholars suggest that social media is a way for people to form relationships in the digital space even though they may be separated geographically. Smith (2010, p. 75) suggests that technology has “greatly enhanced” the capacity of people to connect through digital platforms such as Facebook, Twitter and Instagram. Rogers et al. (2019) propose that these kinds of technology platforms not only benefit users in terms of social connectivity but also significantly impact the distribution of knowledge between people and cultures. Similarly, in a study of over 1,500 participants in Australia, China, India and Germany, Cosgrove (2018) found that people who regularly used social media were more likely to engage in activities from other cultures. However, other scholars suggest there are significant limitations to the extent to which social media enhances cross-cultural connections. While Harrison (2017, p. 9) agrees that technology has increased the capacity for people to communicate across cultures, he raises concerns that such forms of communication fail to “foster in-depth relationships” between people and communities from different cultures. In a similar way, James (2020) suggests that developments in technology must be accompanied by rigorous and meaningful debate about the possibilities and limitations of such communication in terms of cultural connection. Going further, Markson (2018, p. 18) warns that digital communication platforms, while seeming to enhance connection, actually “erode the fundamental principles of cross-cultural engagement” by reducing important and complex aspects of culture to “instant images … for immediate gratification rather than deep understanding". While social media platforms offer the chance for many people from different cultures to connect, more research needs to be done regarding the quality of such connections.

Whether we should think about the future of the environment as a matter of doing justice to future generations, is based upon the grounds to which we should be obliged to work to protect the environment. The protection of the environment is a basic human duty and a natural law to which we all depend upon to live from day to day. It is a duty by individuals, organizations and governments to incorporate policy approaches to fulfill this. As part of the Intergenerational Justice concept, the extents and limits of Social Justice regarding the need to protect the natural environment, justify the basis to which we owe duties, to us and the future generations to follow.

This essay will discuss whether we should be obliged to work today to protect the environment, for the needs and interests of future generations. On the other hand, whether it comes down to the basic deep ecological view that nature is intrinsically valuable. Furthermore, considerations will be addressed on protecting the environment as a matter of Justice to future generations, and if so, on what grounds.

The global nature of threats to the environment and the necessity of international cooperation were first recognized in the UN's Conference on the Human Environment held in Stockholm in 1972. The Stockholm Declaration issued by the conference recognized the right to a healthy environment, on the part of both present and future generations, and called for countries to preserve nonrenewable resources and to prevent damage to ecosystems and to the earth's atmosphere. Environmental intergenerational duties and natural law are two theories used to weigh up the extent to which we have a duty to protect the natural environment. The extents and limits of social justice in the intergenerational concept justify the basis of how and why we owe our duties.

Northcott argues the location of the origins of the current environmental crisis in the rise of modernist science and economics, and emphasises that a solution to the issues lies in the Christian tradition of Natural Law ethics. Northcott also emphasizes the non-religious, natural law abiding reasoning for the basis of protecting the natural environment, through social and anthropological arguments - as well as evaluating Natural Law precepts are found under all religious denominations in the Modern Society. Whether this gives grounds for protecting the environment is up to debate. There is an emphasis that Natural Law and intergenerational duties cover all humans. Thus, we all have the duty to protect and not just exploit with disregard for future generations.

A just account of the environment will take into consideration both the fact that people have legitimate interests, and there must be limits on people's environmental impacts. The Egalitarian concept presses the position of equality of opportunity requires us to protect the natural environment, through our ability to live a good life should not be undermined by unchosen circumstances - factors beyond our control. Such factors would be that of future generations who have to live a limited life due to a damaged environment. People both in the present and the future must have sufficient resources so that there is equal opportunity to live a good life.

Protecting the environment for future generations must incorporate whole society movements and changes to everyday life to ensure that the natural environment is protected from today, so forth for future generations. Since the 1980s, the concept of sustainability has been adopted to describe a compromise between the need for economic development and the protection of resources for future generations. Schumacher takes the principle challenge through the Buddhist economic approach on the principle of ‘right livelihood’. This illustrates the types of radical changes and challenges to individual economies, which cannot be sustained by the poor nations. Further to this the challenges in protecting the natural environment as a matter of justice. Industrial development is the temporary cushion and developments which can offer medium-term benefits to poor countries, and coordinated through international action; though proves difficult under such circumstances. Bridging the gap between global coordinationcommunication and individuals lifestyle choices, could have the ability to create the grounds for the radical change necessary at this point.

Deep Ecology has shaped the understanding of Arne Naess and Val Plumwood, forming the foundational argument on the basis of why the natural environment has to be protected for future generations. That nature does not need protection, but requires protection. From the deep ecology perspective, the natural world must be preserved due to its inherent value and humans should only affect it to protect vital needs. In this argument humans should not seek to protect the environment, rather that nature is intrinsically valuable. In Reasons and Person (1984) Derek Parfit illustrates the problem with an influential basic observation, Future persons cannot be rendered worse off by our unsustainable living. Rather, the particular people who will exist in the future will do so as a result of how we decide to live our lives. John Rawls goes further to suggest environmental degradation threatens political stability and access to goods upon which many rights depend. However, as Richard Hiskes argues, the modern dilemma inquiries humans to look after the environment as a matter of moral obligation, rather than an actual requirement of Justice.

Through the concept of Human Rights another approach is addressed. As a key moral value, endorsed by adherents to a wide variety of different philosophical perspectives. Through a human rights perspective the environment matters, at least in part, because environmental degradation undermines core human rights to food and water, to health, and to life. The Libertarian case brings an unusual approach. Libertarian theorists are in favour of robust private property rights, and individuals should not be expected to transfer their property or spend their income or resources for their protection. As Liebell explains, environmental degradation is a problem for liberalism, but through John Locke's work linked the values of freedom, fairness, and equality to the natural world. A libertarian would think that there is no injustice if the harms wholly arose from natural phenomena, and were not caused by humans. At this present time, climate change, biodiversity loss, or acid rain, are key examples of the environmental impact of human behaviour. Thus, it is justified for a liberalitarian to intercept individual freedoms.

Boulding argues that Humans have traditionally acted as though they live in a Cowboy Economy - an economy with unlimited opportunities - suggesting that this type of Human behaviour towards, what essentially is the environment, has encouraged exploitative, and violent behaviour. In support of this, the Utilitarian principle argues that we should always choose the course of actions that will maximise the amount of happiness or well-being in the world. The Utilitarian case questions why the well-being of future generations should be considered in our calculation to those who live now, and through accepting this premise, then there is clearly an obligation to protect and save natural resources for the future.

To conclude, the natural environment should be protected for future generations based on a moral duty, and a matter of intergenerational justice. The intrinsic value of nature for human life, should be preserved through the equality of opportunity for future generations to have the same opportunities as those today. Further to this, the liberal view demonstrates that what is left (through property means) should be enough and as good for others. Therefore, protecting the natural environment, not only benefits the individual but future generations that will follow.

Will the world be the same after the coronavirus pandemic? Most people would probably answer: “No,” especially parents who have been wondering how to keep their kids engaged during the lockdown, teachers who have been struggling to adapt to online teaching, and government officials who have been trying to come up with adequate solutions. The pandemic has revealed the inconsistency of the current educational practices and sheds light on the need for a new educational model. Had education institutions embraced digital learning earlier, they would undoubtedly have shown greater agility in dealing with this unprecedented crisis. Digital education refers to the use of electronic devices and digital media to implement distance online learning or blended learning programs. Digital education enhances our ability to meet the challenges of the future because it has a higher potential to meet young generations’ needs, better integration into the digital economy, and greater environmental sustainability.

First, digital education has proven to create a conducive learning environment, where learners can feel comfortable, empowered, and emotionally engaged. Young students are very comfortable with the use of technology. They love surfing the internet, chatting online, posting on social media, and playing video games; some have virtual friends. They often question the usefulness of spending several hours in the classroom listening to a teacher whose teaching methodology is incompatible with their mindset. To engage them in the learning process, we need to use educational tools adapted to their lifestyle and interests and make learning fun. Videogames are considered by many educators as an excellent learning tool. According to English psychologist Mark Griffiths, video games have a high educational potential when they “are designed to address a specific problem or to teach a certain skill [ ].” Plenty of examples illustrate this claim: Mathmateer is great for learning math, HoloLAB Champions teaches chemistry, “StarCraft” helps develop problem-solving skills, and with CodeCombat you learn programming. Virtual reality and augmented reality tools are used to increase video games' attractiveness and design fully immersive lessons. Thanks to applications such as Unimersiv and Google Expeditions, students can find themselves strolling in the street of ancient Rome; exploring Antarctica’s landscape, and walking on the surface of the moon. In addition to its attractiveness, digital education permits greater learning flexibility. You can learn anywhere, at any time, at your own path and pace. Contrary to the conventional education system that addresses the needs of a whole class, digital learning is more personalized. Integrating technologies into educational systems will make education more suitable for today's students. Interactive and adaptive software can be adjusted to students’ interests and learning styles. By giving learners the opportunity to pursue their topics of interest, prioritize their tasks, and personalize their projects, digital education fosters their autonomy and sharpens their judgment. They can now feel empowered; they aren’t anymore the passive receivers of the knowledge provided by the teacher, but rather the main actors of their own learning. In short, digital education is a powerful engine for learning that drives learners’ motivation, unlocks their potential, and opens their horizons.

Second, the digitalization of education can also accelerate the integration of educational practices into the digital economy and prepare society for the rapidly changing 21st-century employment market. The jobs of the future are those generated by the digital economy. This emerging economy values task-oriented skills and requires greater job mobility. Artificial intelligence, automation, and digitalization are increasingly disrupting the world of work; and it’s becoming clear that tomorrow’s jobs will be radically different from today’s jobs. A report published by the American management consulting company McKinsey in January 2017 estimates that half of today’s work activities could be automated by the mid-21st century[ ]. Manufacturing and administrative jobs will probably undergo a significant decline. But, if the digital economy destroys jobs, it also creates new ones. According to the World Economic Forum, “65% of children entering primary school today will ultimately end up working in completely new job types that don’t yet exist[ ].” Indeed, ICT jobs will continue to be in high demand. Most of the high-paying jobs will evolve from expanding new technologies such as artificial intelligence (AI), the Internet of Things (IoT), cloud blockchain, data analytics, and cybersecurity. In the new knowledge-driven economy, data has become the new source of wealth. Even low-skilled jobs will require a certain level of digital literacy. Hopefully, digital education enables learners to use a range of technology tools to find and assess information, collaborate with others, and produce and share content. Online Project-Based Learning (PLB) helps students develop their communication, interpersonal, problem-solving, and entrepreneurial skills by making learning collaborative and interactive. In the global transformation age, these soft skills' importance can’t be overstated. It’s also essential to provide workers with adequate tools to be reskilled every time they need to switch occupations. Gone are the days when one can dream of a long-life job. To ensure prosperity and maintain social and economic stability, nations should implement an agile and flexible internet-based education system that prepares citizens to learn new skills, not only when they are young, but also at all stages of their working lives. To sum up, tech-driven education helps students develop, not only the skills but also the resilience needed to meet the challenges of a world of constant uncertainty.

Environmental sustainability is an additional argument in favor of the digitalization of education. Many people think that online learning has a positive impact on the environment. If you join a virtual school, you won’t have to use any means of transport (car, bus, train) to go to a physical location every day. You, therefore, reduce your carbon footprint and contribute to the fight against global warming [ ]. Virtual schools also eliminate the need to erect new buildings and consume additional materials and energy or reduce green spaces. Replacing textbooks with e-books saves millions of trees every year and reduces the amount of carbon dioxide, carbon monoxide, and the highly toxic wastewater produced by paper mills. According to the SMARTer2030 report delivered by the Global e-Sustainability Initiative (GeSI), “ICT has the potential to enable a 20% reduction of global CO2 emissions by 2030.”[ ]. In brief, digital technology aims at enhancing energy efficiency and reducing carbon footprint. We can therefore claim that digital education is more environmentally friendly than the traditional education system.

However, online learning prompts security and privacy risks as with all internet-related activities. Identity theft, email harassment, cyber-stalking, indecent exposure, and phishing are the most common crimes that target online learners. Some social media and webinar tools are not privacy-protective by default and can therefore become invasive, undermining an individual's or household's privacy. Even in technically advanced countries, online learning platforms are not shielded against vicious cyberattacks. On April 10th, 2020, the Associated Press reported that Singapore suspended the use of the popular conferencing application Zoom after two hackers had used “Zoom-bombing” to interrupt a lesson and show obscene images to students. According to the same news agency, similar attacks targeted teleconferences and online classes in the US [ ]. While the seriousness of this threat cannot be ignored, there is clear evidence that these security and privacy concerns can be addressed if students, parents, and educators adopt some basic “cyber hygiene” habits.

Elementary school children should learn how to create strong passwords, and develop privacy awareness. Parents should use parental controls and monitor their children’s accounts to avoid any internet misuse. Teenage learners should learn how to spot phishing scams, distinguish positive and safe file sharing from oversharing, and adjust privacy settings when using an online learning platform. In fact, one of the main sources of cyber threats is negligence. Sharing access codes and other sensitive information on social media is a mine of gold for hackers. The previously mentioned Zoom-bombing attacks on video conferencing platforms could have been avoided if the users hadn’t shared the code to connect over social media. To sum up, a culture of cyber security awareness and adequate training in internet best practices can make online learning a safe and enjoyable experience.

In conclusion, digital education enhances learning efficiency thanks to its ability to customize learning and make it enjoyable and challenging. It also equips young generations with the skills needed to thrive in the knowledge-driven emerging economy, while protecting the environment. Overall, its most striking feature is its disruptive potential. The ubiquity of the internet has stretched learning beyond the boundaries of the classroom. It has become an open process that connects people in virtual forums, where participants develop, not only their factual knowledge but also the collaborative and creative skills that humans will ultimately need to confirm the supremacy of the human mind over artificial intelligence.

It’s 2022. As modern an era as it can get. Never before has life been so chaotic, challenging, and quick-moving. On one hand, modern life stands on the pinnacle of comfort and happiness; on the other, it is fraught with the many tensions and anxieties that come with advancement. For some, it might be the generic tensions encompassing life such as rent, utility bills, work, etc., and for others, the traffic and stress of living in big cities. Stress as a word is uttered so commonly nowadays that it seems to be the common denominator for everyone. Somewhere down the line, one may wonder what stress actually means. With everyone speculating definitions of their own, it is important to bring forward a proper definition. Stress is defined as “A psychological and physical response of the body that occurs whenever we must adapt to changing conditions, whether those conditions be real or perceived, positive or negative.” (“Stress Definition | Psychology Glossary | Alleydog.Com”). Stress in high doses has negative effects on health not only physically but also psychologically. While it is commonly known what extra stress does to the body physically, it is astounding how so many people are clueless about its effect on a person’s mental health, and the ones who do know are not willing to empathize with others having the problem. As the human brain is the control center of the body, it is involved in making decisions and sending instructions to the body, as well as coordinating many functions of the body. Keeping this in mind, it is crucial for people to know more about mental health, and mental disorders, and learn what steps society can take to do away with the stigma surrounding mental health because with time, the menace of suicide has gradually found its way into the society and the lack of awareness of people is to blame. Thus, the aim of this informative paper is to explain mental health, mental disorders, and society’s role.

Mental health has long been an object of study for sociology, the psychiatric professions, and society, each striving to offer theoretical insights into this topic.

Mental health is defined as “a state of well-being in which every individual realizes his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to his or her community” (“WHO | Mental Health: A State of Well-Being”). It's our feelings, our thinking, our emotions, and our moods. As mentioned previously, the brain is the command center of the body. It is responsible for a majority of things like regulating blood pressure and breathing, releasing hormones, problem-solving, judgment, planning, reading, memory, managing emotions, etc. Imagine how these functions will be managed if the brain is unhealthy? For this reason, mental health is one of the greatest assets. It not only helps you focus, overcome obstacles in life, gets along with the people around you, but also stay well. One doesn’t need to have a mental illness to pay attention to their mental well-being. Everyone knows how to look after their physical health. Upon asking how, you’ll receive responses such as: “Drink a lot of water”, “Eat fruits and vegetables”, or something like “Do lots of exercises”. In contrast, not many people know how to take care of their mental health, mainly because of the stigma surrounding mental health, and its lack of awareness.

However, too much stress can seriously affect mental well-being. Recurrent psychological stress can diminish self-esteem, decrease interpersonal and academic effectiveness, and create a cycle of self-blame and self-doubt. Long-term stress can harm your health. contribute to serious health problems, such as heart disease, high blood pressure, diabetes, and other illnesses, as well as mental disorders like depression or anxiety (“NIMH » 5 Things You Should Know About Stress”).

In contemporary society, the terms ‘depression’, ‘anxiety’, and ‘bipolar’ are as common as sawdust around a sawmill. Social media users encounter these terms on a day-to-day basis, seeing Instagram posts like “I’ve lived with depression on and off since I was 14 years old…” or coming across something like ‘I want to leave this world...”. One can’t help but wonder if words like ‘depression’ or ‘anxiety’ are used expressively or if these people actually have a mental disorder. Therefore, it is vital to know what mental disorders actually are. A mental illness is “a condition that affects a person's thinking, feeling or mood. Such conditions may affect someone's ability to relate to others and function each day. A mental health condition isn’t the result of one event. Research suggests multiple overlapping causes. Genetics, environment, and lifestyle influence whether someone develops a mental health condition. A stressful job or home life makes some people more susceptible, as do traumatic life events like being the victim of a crime. Biochemical processes, circuits, and basic brain structure may also play a role.” (“Mental Health Conditions | NAMI: National Alliance on Mental Illness”). Statistics show that in 2018, an estimated 47.6 million adults aged 18 or older (19.1 percent) had any mental illness (AMI) in the past year. An estimated 11.4 million adults in the nation had a serious mental illness (SMI) in the past year, corresponding to 4.6 percent of all U.S. adults. (Lipari and Eunice 2).

Examples of mental illness include depression, anxiety disorders, bipolar disorder, schizophrenia, ADHD, eating disorders, and addictive behaviors. Conditions such as Anxiety disorders, Major Depressive Episodes, and Post Traumatic Stress Disorder have been recorded as the most prevalent among US adults. (“Mental Health By the Numbers | NAMI: National Alliance on Mental Illness”).

Here’s a brief story of Malia, who has been suffering from Bipolar disorder:

“I have lost weight, don't sleep well, and my coworkers have noticed the change in me. I feel for anyone dealing with mental illness especially when their family members or friends don't understand. Every day I continue to live with and accept what is. I'm learning balance and have a great support system.” (“Patient Story: Bipolar Disorders”).

This is just one example of a world with so many such cases.

Mental illness has a long history of being stigmatized around the globe. It was thought of as the mark of the devil and nowadays it is usually viewed as being a moral punishment. The portrayal of mental illness in mass media has also added to the stigma. The stigma connected with mental illness can be divided into two types: social stigma, which involves the biased attitudes that others have around mental illness; and self-perceived stigma, which involves an internalized stigma that the person with the mental illness suffers from. Both are very real. For a society with principles, the stigma should not be there to stay. People have the power to make a difference.

While stigma continues to exist, it can eventually be eliminated with greater education and awareness about mental illness. To counter stigma, it is important for the masses to educate themselves, and debunk myths about mental illnesses such as the idea that people with schizophrenia are usually aggressive. If someone makes a derogatory or belittling remark about someone with a mental illness, educate them. But, it cannot be said that no work has been done to help people with mental health crises. The World Mental Health Day on 10th October, the National Suicide Prevention Helpline, Crisis Text Line, NAMI Helpline, etc., are all examples of attempts to address mental health issues. The internet is another example. It has opened avenues for the affected people to vent their feelings to their friends, co-workers, and family. Therefore, if someone is struggling and the person happens to share it with you, just listen with no prejudice or judgment. Furthermore, one should practice smiling at others more often, as it might just help cheer up the day for someone depressed.

To conclude, mental well-being is important for both the affected and the non-affected. It is important that awareness increases among the society so that the affected people feel more ‘at home’ and are not forced to give their life away. Wrapping up, here is a quote from Prof Swaran Singh (Head of Mental Health & Wellbeing, University of Warwick) that should be a contemplation source.

Life is like a roller coaster ride with several ups and downs, bad and good incidents, and happy and sad phases. Though, everything that happens brings some kind of lesson or guidance for you. Learning from bad experiences and showing gratitude in happy times is important. Verily, it depends on you how you take every situation and make it work despite difficulties and hardships. Every individual goes through such incidents that either break them or make them a better and stronger version of themselves.

I have gone through events that stand out in my life and helped me in becoming a better and stronger person. One of these has been very impactful for me and changed me from who I was to who I am today. I am not sure whether you will find anything spectacular in my story, but for me, it was a very challenging event that guided me through my faults. It is about my school days. I belong to a family that has quite stable finances. I did have all the facilities and access to every privilege that a child would want to have in his schooling period. This thing was enough to bring some attitude to me. I had friends that belonged to my social status. I was never sympathetic towards others, and neither did I feel any shame when I disrespected someone who was not like me.

I was in sixth grade, and I had two best friends at that time, Liza and Terra. We used to take classes together, have lunch together, and go out together. One day we met with a poor girl studying at our school. Her name was Sara. She was having a problem with finances and was not able to bring lunch from home, thus having to rely on school-free meals. When she once wanted to share a table with us during lunch, we made really bad comments about her address. I taunted her about her dirty clothes and made her listen to the fancy lunches that we would bring to school. I was playing a materialistic role here and I embarrassed her and her family for being so poor. This made her cry but I did not feel bad for her. Another day, I found her shopping at a cheap thrift store. I again made fun of her that she has to wear someone else’s clothes due to her abject poverty.

This scenario continued for days. One day when I saw her waiting for the bus at a bus stop, I went to her and told her about how my mother picked me up in the luxurious car and how we used to shop at branded stores. My tone was really bad that day and it made her cry again. My mother watched all this and scolded me in front of her reiterating that it is not the right way to treat others. My mother then planned to teach me a lesson. I was not allowed to spend time in any entertainment or luxury activities.

From the next day, I did not have the food that I used to eat. When I tried to sit with my friends, they did not allow me and made fun of me. I was devastated at that moment. After school, my mother did not pick me up and I had to take a bus. My friends would pass by and tease me and I felt profoundly humiliated. I did not have enough money and I had to shop in a thrift store. After a while, I began to realize how it feels to get mocked and pushed around for not having much. Sara was the only one who sat with me at the table. I was astonished, asking myself repeatedly why she is being nice to me. She said she understands what I am going through as she found herself in the same boat. I apologized to her at that very moment and we became friends.

This incident made me realize that I was so wrong. I immediately had come to the realization that everyone should be sympathetic toward others. We should never make fun of others. Hence, there was a big lesson in that event, it taught me that I need to be tolerant.

Stress, stress, stress! It is affecting everyone, including me! I stress about school so much. It was my biggest pressure as a teenager. Most of the time, I feel like I need to be a perfect student. Also, my parents pushed me because they wanted me to be the best student. I always need to pass every test, get all A’s, and get a 4.0 or a higher GPA. There are many other reasons that make students stress more about school. One of the biggest problems is anxiety and depression. It means that students are being nervous and stressed out. Also, classroom pressure is a big conflict. Schools are putting so much pressure on students. They give us so much homework to do! Deficient health is always a problem that teens need to overcome. With all these kinds of issues, it’s very difficult being a teenager in today’s society!

The cause of anxiety that most teens have today is probably classroom pressure. I have experienced this. Many schools are giving teenagers a lot of homework and tests. It even has reached the point where students feel overwhelmed. Sometimes, I would sleep very late at night because of homework that I would receive. It’s not easy at all. Moreover, Schools are pushing students to choose their career path when they are only 13 years old. That’s ridiculous. According to the article, “Why Kids and Teens May Face Far More Anxiety These Days” Marco Gardos, associate professor of psychiatry and clinical director of child and adolescent psychiatry at Johns Hopkins Hospital, states, “Now we’re measuring everything. School is putting so much pressure on them with the competitiveness… I’ve seen eighth graders admitted as inpatients, saying they have to choose a career” (qtd. in Nutt). This shows how teens can get very stressed by worrying about their career path at such a young age. , I started to think about it in my sophomore year in high school. Eight grade is still

Stress, stress, stress! It is affecting everyone, including me! I stress about school so much. It was my biggest pressure as a teenager. Most of the time, I feel like I need to be a perfect student. Also, my parents pushed me because they wanted me to be the best student. I always need to pass every test, get all A’s, and get a 4.0 or a higher GPA. There are many other reasons that make students stress more about school. One of the biggest problems is anxiety and depression. It means that students are being nervous and stressed out. Also, classroom pressure is a big conflict. Schools are putting so much pressure on students. They give us so much homework to do! Deficient health is always a problem that teens need to overcome. With all these kinds of issues, it’s very difficult being a teenager in today’s society!

The cause of anxiety that most teens have today is probably from classroom pressure. I have experienced this. Many schools are giving teenagers a lot of homework and tests. It even has reached the point where students feel overwhelmed. Sometimes, I would sleep very late at night because of homework that I would receive. It’s not easy at all. Moreover, Schools are pushing students to choose their career path when they are only 13 years old. That’s ridiculous. According to the article, “Why Kids and Teens May Face Far More Anxiety These Days” Marco Gardos, associate professor of psychiatry and clinical director of child and adolescent psychiatry at Johns Hopkins Hospital, states, “Now we’re measuring everything. School is putting so much pressure on them with the competitiveness… I’ve seen eighth graders admitted as inpatients, saying they have to choose a career” (qtd. in Nutt). This shows how teens can get very stressed by worrying about their career path at such a young age. , I started to think about it in my sophomore year in high school. Eight grade is still early! In addition, other things can lead to anxiety, not only classroom pressure. Gardos also explains, “Anxiety can be an early stage of other conditions. Bipolar, schizophrenia late run life can initially manifest as anxiety” (qtd. in Nutt). Anxiety can lead to many other conditions. In the end, you can feel how difficult it can be to be haunted by classroom pressure.

When teens have a problem with their mental health, it affects their physical health as well. Poor health is an important topic when discussing anxiety. If teenagers don’t get a lot of rest, eat healthily, and sleep well, they will not be able to think properly. This will increase their stress level. Sometimes when I sleep late, the next morning I wake up very early, dragging myself out of bed. The rest of my day would be awful. My body would not function correctly. It would be very hard to concentrate in school. According to the article, “Teens on the Hamster Wheel” Dr. Alexa Bagnell, a child psychiatrist at the IWK Health Centre in Halifax, states, “In adolescence, melatonin, a hormone in the brain that initiates sleep, is released later at night, so teenagers are already fighting their biology to get good rest. Add in the constant white noise of electronics, energy drinks, and homework, and the average high-school student, who needs between nine and ten hours of sleep, is only getting seven hours of sleep” (qtd. in Anderssen). This conveys how teens are affected by the number of hours they sleep and the poor nutrition that students receive. Poor health is a crucial factor that leads to anxiety. There are so many ways to handle anxiety. A Hudson High School speaker, Ali Gaffke, came to our classroom to discuss how you can cope with anxiety. She responded by saying, “Self-care is very important. You should take care of yourself by, eating healthy, listening to music, watching TV, sleeping, taking walks, and more.” This is true, sometimes when I feel very stressed, I watch TV and ignore my stress. Taking care of yourself is essential in order to avoid anxiety and stress.

Since many students are affected by stress and anxiety, it is a big classroom conflict, and it can lead to poor health for teens. This is an important discussion to have because, with so many people affected, teens need to be aware that stress is hard to deal with. Try to avoid being stressed. Without this knowledge, many adolescents will miss a great opportunity to see how they can take their selfway for a moment from being stressed out. Hopefully, in the future, people will be more open-minded and make it easy being a teenager in today’s generation.

It is argued that volunteering should be made part of the school curriculum. This essay agrees with that suggestion completely because it helps pupils develop soft skills and helps them gain much-needed work experience.

Education should not be limited to strictly academic pursuits, and those in education should also develop life skills, such as teamwork, empathy and self-discipline, and one of the best ways to hone these aptitudes is through community service. Serving those less fortunate than ourselves teaches us many lessons, including how to work with people from other backgrounds and the value of hard work, thus enabling us to hone these skills before becoming an adult. For example, many young people from wealthier countries take a gap year and help those less fortunate than themselves to increase their gratitude for what they have and improve their work ethic.

Many colleges and companies are also increasingly looking for this type of experience. Most school leavers have the same grades, and charitable work can help set you apart from other students when making college applications. For example, Cambridge and Oxford receive thousands of applications from straight-A students yearly and can only accept a small percentage of applicants. What you have done outside the classroom often differentiates you from everyone else and gets you that coveted spot.

In conclusion, teenagers should be made to partake in unpaid work as part of their schooling because it will help them learn things they wouldn’t ordinarily learn from their teachers, and it will also boost their chances of getting into third-level education.

It is argued that technology plays an ever-increasing role in schools and universities. Increased access to information and student freedom are the main advantages, whereas dependency on technology and decreasing levels of face-to-face contact are the main disadvantages.

Access to more information and student autonomy are the principal advantages of increasing the use of electronic devices in education. With the internet, students can access all the information available about any topic, regardless of what books and other resources are available in the school. Furthermore, students can focus on whatever topic or subject they want and study it in depth. A prime example of this is the number of online university courses available to students, covering a myriad of subjects that, up until recently, were unavailable to most learners. This has resulted in more people studying third-level degrees than ever before at a pace and schedule that suits them.

The main disadvantages associated with the increasing use of technology in education are the dependency on this technology and the decrease in face-to-face interaction between students. With many students now using the internet as their primary source of information, they often struggle to use other academic resources to find what they’re looking for. As well as this, students spend more time looking at computer screens by themselves than interacting with each other, which is thought to lead to lower levels of emotional intelligence. For instance, the recent explosion in smartphone use has been at the expense of genuine human interaction. This results in soft skills, such as verbal communication and empathy, being affected.

In conclusion, the benefits technology brings to education, such as unrestricted access to information and student autonomy, must be weighed against the drawbacks, such as dependency on this technology and the negative effects on human interaction.

Learners are becoming increasingly dependent on technology, such as the Internet and mobile devices. This essay believes the main problems associated with dependence on computers are the lack of original thought and copying original work from others and suggests critical thinking classes and writing analysis software as the most viable solutions.

The principal problems with over-reliance on technology are people being unable to think for themselves and plagiarism. With access to so much information, students often rely on other people’s opinions instead of forming their own. As well as this, they often use search engines to answer a question and copy the text from a website rather than thinking about the question. This practice is prohibited in schools and universities and stunts students’ intellectual development because they will never truly think for themselves, which is what university is supposed to be for. For example, many teachers complain that students copy web pages straight from Wikipedia word for word rather than giving a reasoned answer to their questions.

Solutions to these worrying problems are special classes to focus on critical thinking and teachers using anti-plagiarism software to detect copying. If teachers create situations where students have to infer meaning and express opinions based on a small amount of information, this will ensure that students have an opportunity to develop these skills. Also, if students know that their assignments are being checked for plagiarism, this will be enough to deter them from doing so. For instance, many universities already use this kind of software to scan coursework for plagiarism, and it could be extended to include all homework by learners in both secondary and tertiary education.

In conclusion, the main problems with the overuse of technology in education are the lack of original thought and plagiarism. These can be solved through special classes that teach students analytical skills and plagiarism detection software.

There is an ever-increasing use of technology, such as tablets and laptops, in the classroom. It is often argued that this is a positive development, whilst others disagree and think it will lead to adverse ramifications. This essay agrees that an increase in technology is beneficial to students and teachers.

The Internet has provided students with access to more information than ever before. This has allowed learners to research and learn about any subject at the touch of a button. It is therefore agreed that technology is a very worthwhile tool for education. Wikipedia is a prime example, where students can type in any keyword and gain access to in-depth knowledge quickly and easily.

However, many disagree and feel that technology deprives people of real human interaction. Human interaction teaches people valuable skills such as discourse, debate and empathy. Without these soft skills, many people find it difficult to become successful in work and their personal lives. Despite this, human interaction is still possible through the internet, and this essay disagrees that technology should be dismissed for this reason. For instance, Skype and Facebook allow people to interact in ways that were never before possible.

While the benefits of technology, particularly the internet, allow students to tap into limitless sources of information, some still feel that people should be wary of this new phenomenon and not allow it to curb face-to-face interaction. However, as long as we carefully consider the importance of human interaction in education, the educational benefits are clearly positive.

As most adults spend most of their time at work, being content with your career is a crucial part of a person’s health and happiness. This essay will first suggest fair pay as a key element leading to job satisfaction, and it will then state that it is not very likely that everyone can be happy with their job.

The most important thing that satisfies someone at work is being compensated fairly. If those more senior than you respect you as a person and the job you are doing, then you feel like you are valued. A fair salary and benefits are important marks of respect, and if you feel you are being underpaid, you will either resent your bosses or look for another job. These two factors came top of a recent job satisfaction survey conducted by Monster.com, which found that 72% of people were pleased with their current role if their superiors regularly told them they were appreciated.

With regard to the question of happiness for all workers, I think this is and always will be highly unlikely. The vast majority of people fail to reach their goals and end up working in a post they don’t really care about in return for a salary. This money is just enough to pay their living expenses which often means they are trapped in a cycle of disenchantment. For example, The Times recently reported that 89% of office workers would leave their jobs if they did not need the money.

In conclusion, being satisfied with your trade or profession is an important part of one’s well-being, and respect from one’s colleagues and fair pay can improve your level of happiness; however, job satisfaction for all workers is an unrealistic prospect.