About Video Games - Free Essay Example

Sample details Pages: 7 Words: 2001 Downloads: 1 Date added: 2019/04/26 Category Entertainment Essay Level High school Tags: Video Games Essay Did you like this example? The never-ending debate whether videogames are good or bad for us has been going on since the beginning of gaming systems becoming a home commodity. Parents of every generation find themselves either against videogames or defending them. This debate is reaching a new height, earning its place in the media and news articles, as the access to many different platforms and games have emerged. Videogames are a medium, just like painting and music, and as such it can have many ways of changing our views and feelings. First, it is important to know that there are videogames that are violent and games that are overly violent. In an article by Chris Suellentrop for Kotaku news, a videogame and technology news source, he talks about a game called Plague Inc. He titles his report as Plague Inc. Makes Killing Billions of People Feel Educational (Suellentrop 1). The game involves playing as a disease with the goal of taking out the entire population. The player must also stop a cure fr om being created or else the game is over. The player can upgrade their disease, such as adding weather resistance for it to infect in hot or colder regions faster. It is through this mechanic that makes the game different and Suellentrop states,its designer, James Vaughan, has achieved something more remarkable by designing a game that feels both transgressively thrilling and educational (2). The player does not visually see any dead bodies, but instead gets notifications that regions are closing their borders and a death toll counter slowly reaches the population. The mechanics within the game that allows one virus to prosper in Greenland but not in Mexico due to climate and regional differences expands a player understanding of how real life viruses work. The game became such a hit that the federal Centers for Disease Control and Prevention invited James Vaughan to talk him and his staff about the designing of their game (3). Plague Inc. is not the first game about taking out all of mankind. Games such as Destroy All Humans by Pandemic Studios has the goal to kill all humans and is in a third-person perspective of an alien shooting humans. Violence can be too visually violent, but it can be introduced and presented in mild and appropriate ways. In recent events, a game titled Active Shooter released onto the digital market. The game is setwhere players could simulate a school shooting (Molina 1). No matter the reason of creating this game there is no justification that it should be a game for any audience. The community was not happy with the release of game of that subject. Brett Molina sampled a tweet from Fred Guttenberg, an American activist against gun violence. His tweet read, I have seen and heard many horrific things over the past few months since my daughter was the victim of a school shooting and is now dead in real life. This game may be one of the worst (Molina 2). Whether or not one agrees with Guttenberg is not of importance. What is import ant is that there is no justification for creating an overly violent game about such an emotional topic. It is not just Fred Guttenberg that is addressing concern in violence in videogames but also President Trump has shared his opinion. Susan Scutti from CNN writes about how Trump blames all media as the reason for violence in children. In her passage she discusses that although Trump blames violent media as the source of violence in teens and the youth, there are several reasons that disprove his statement. First, a survivor of an actual school shooting, Chris Grady, states that even though he played violent first-person shooter videogames, they didnt make him want to take someones life (Scutti 1). Scutti also points out that a study by the American Academy of Pediatrics found, in multiple studies, that violence in media relate to violent actions and thoughts. This includes but is not limited to videogames (2). Scutti also writes that the academy wants parents to take a role in what their children play, and to take up an interest in the games their children play (2). Violence in videogames can take many forms and can offer the players a new experience like in Plague Inc. or disgust like Active Shooter. However, it is through active communities and leading figures that protection of the youth from such violence and properly protect violent videogames. The intended audience isnt always followed when seeing the Entertainment Software Rating Board (ESRB) rating on a videogame packaging. Many times, new games do not have to get a rating to publish online. However, distributors such as PlayStation and Xbox (Microsoft) require developers to get an ESRB rating before they allow the game to be sold on their digital markets. They even go as far as denying games with Mature or Adult ratings. Children still manage gain access to content that are above their age group, or that the ESRB finds rated T for Teen or M for Mature. In a news post by Jonathan M. Gitlin, he discusses the results of research that tested to see how many kids are playing violent videogames in the United States (1). The study was done using a survey for children from ages 12 to 14 years old. One result stood out the most, over 60 percent of boys and girls agreed with the statement I play electronic games because theres nothing else to do. (1). Not only are children playing violent or mature rated games because it is fun, but also because they are left nothing else to do besides that. It is possible some parents have game consoles for their own pleasure which justifies the mature content, but it is also likely that they neglect to keep this content away from their children. Not only are childrens violent patterns at risk but so are their development for academics as well as their wellness. In a case study by Dr. Marko M. Skoric and their team, Skoric tested to see how videogames affects their mental wellness as well as scholastic achievement. The study was done using 333 s tudents spanning from ages 8 to 12 years old. Skoric used a survey strategy to get information about the students addiction to videogames, engagement tendencies, and used test scores in subjects of English, Mathematics, and Science. The results of the experiment returned with multiple conclusions. First, gamers that played on the weekdays had a higher grade in English than those that didnt however, there was no increase when playing on the weekday for Mathematics and Science scores Secondly, gamers that play on the weekends had no significant correlation with any of the three subjects. Lastly, gamers that showed addictive tendencies had significantly lower scores in all three subjects (Skoric 569). With the strong correlation between addictive gaming tendencies and poor grades, it is seen how vital it is for children to get a healthy and moderated amount of videogame play time as it has long term effects on them mentally. After hearing about how videogames turn the youth into kil lers and that it rots childrens minds, it is hard to believe videogames have anything good to offer us. A psychology study done by Courtney N. Plante and their team researched if videogames used as a coping strategy was a cause for videogame addiction. In the discussion of their research and how it relates to other studies they talk about how videogames used as a form of escaping anxiety or stress are more likely to generate an addiction than those who play and create social or recreational reasons (Plante 9). This result ties well with the news article by Grant Bailey who writes about videogames being a coping strategy for stress. In Baileys article, he tells the reader about a survey that was done for a TV series that showed that videogames that brought players together yielded positive mental benefits. After surveying 1,000 gamers ages 18 to 30 years old, it showed that a player makes on average of three friends either online or in their community (Bailey 2). It was also found that about 25 percent of the surveyors said they had made more friends through the interest of videogames than another area of their life (Bailey 2). With reward systems in games stimulating the players brain, over a third of the surveyors felt a sense of achievement in them (Bailey 2). Bailey also writes, Thirty seven percent agree playing a game online with other people has helped to increase their levels of confidence (Bailey 2). Playing videogames with others reaps in positive benefits both as a pastime activity and in developing ones self in the outside world. Videogames are not limited to just being entertainment but is also able to create major change in the world for the better. In an article by Anna Washenko, she talks about 6 ways videogames are giving back to worthy causes. One of them is Games Done Quick, a speed running event where gamers use their skills and exploits in games to complete the game in outrageous speeds that the developers never intended. This event i s held twice a year and is always changing the charity organization it is partnered with each time. Washenko states that one of the more recent events raised more than $1.2 million dollars for Doctors Without Borders, an independent group of doctors offering their skills and time to areas that need them the most (2). Another example is Humble Bundle, a site that offers a bundle of digital games where users pay as much as they want for each tier and a portion of their payment goes to the charity for that bundle. With bundles changing constantly for not just videogames but also softwares and eBooks, this site offers many gamers and even others to participate in a worthy donation. Videogames and gamers dont only bring harm into the world they can bring positive change as well. Videogames have been a large part in my life and it is a goal of mine to code or program for a video game development team one day. Its a shame to see kids and adults do harm in the world and how easy it is for s ociety to blame videogames for that harm. Its also just as easy to blame music and art too, but it is not as easy to write against a person than an inanimate object. I do believe children should be taken away from mature content and that those guidelines are made for that reason. Guidelines are not laws, meaning if a parent thinks their child is ready to play a teen or mature rated game that is their choice, but neglecting a childs safety is not something people should be blaming on videogames. Personally, I dont think I struggle with confidence but gaming with friends, or even co-workers, defiantly lets me redefine myself and allows me to express myself in an environment that feels more comfortable to me. Its also great looking at Humble Bundle to see what deals they have and knowing that a portion of my purchase is going to charity. Also watching Games Done Quick and hearing the streamer read donations aloud with the users comments talking expressing their feelings and how much joy this event brings back to them is inspiring. There have also been times developers donated in thanks not only for the participant to play their game but to even share their experiences. Videogames to me are like any medium, a singer can sing a sad song, or an artist can paint a joyful drawing, its what we take away from the game that makes it harmful or not. A violent game doesnt mean to bring the violence into the real world but a game about WWII should remind us how tragic it was and how much it destroyed us as a whole world. In the end, videogames have so much to offer me, my peers, and the world that just letting the media and research show how much it harms us is propaganda and its up to people to show and defend. Don’t waste time! Our writers will create an original "About Video Games" essay for you Create order

E-Commerce Its Development and Future Perspectives Essay

E-commerce has become very vital for many businesses to reach out to larger markets at cheaper costs unlike before. It relies on the cyberspace as its main backbone. A lot of people can now make instant payments for items bought online from the comfort of their living rooms or offices. It is also now possible for millions of people from across the world to work online and receive their payments courtesy of e-commerce. E-commerce was not so much known about in the last few years. However, growth in technology has revolutionized it in modern times. The advent of World Wide Web (WWW) from the early 1990s has been one of the major forces behind the advancements in e-commerce. Governments and private sector are investing in e-commerce as one†¦show more content†¦The contemporary society is marked with great sophistication in the field of e-commerce. One of the major sophistication in e-commerce is the growth and penetration of broadband across national boundaries that have great ly spurred the growth of e-commerce in both the developed and developing countries. Digital media is also becoming richer and very interactive hence improving online customer experience. Recent development of social media networks has added new paradigms to e-commerce, particularly in online marketing. Online shopping and selling is becoming interactive by day. Consumers themselves are becoming content creators in terms of online product reviews. Advances in the field of communication have also made it possible to make real time communication online. Many e-commerce websites now have online customer support features to cater for clients’ requests in real time. Growing popularity of e-commerce saw business to business transactions rising from US dollars 43 billion back in 1998 to about US dollars 1.3 trillion in 2003 in the U.S. alone. 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Impact of a Deaf Child on Families Free Essays

string(262) " also shown that the time following a child’s diagnosis can be particularly trying on husbands as they are trying to reassure their wives that everything will be fine while privately attempting to deal with their own deep and emotional grief \(Luterman et al\." Impact of a Deaf Child on Families A bird calls and the phone rings. Yet the girl makes no move to listen to one or to answer the other. A baby’s cry goes ignored and the tea kettle on the stove continues to whistle. We will write a custom essay sample on Impact of a Deaf Child on Families or any similar topic only for you Order Now Most, but not all cases of childhood deafness and hearing-impairment are diagnosed between the ages of 18 months and 3-years-old (Mapp 50). Sometimes called the invisible handicap, hearing loss explains why sign language is the third most used language in the United States (Jones 54). While recognition of sight problems or physical impairments may be triggered by spotting eye glasses or a wheelchair, deafness must be discovered through acts of direct communication. The girl walks down the hall and does not acknowledge her friend calling her name. The term disabled has been much debated in recent years. It is both a classification of a functional limitation and a branding stereotype that scars a certain type of person. More than 90 percent of deaf children are born into hearing families. Before the 1970s, the impact this group of unique children had on their families and how the family structure adjusted was little studied (Mapp 7). Though raising a deaf child is challenging at times for parents and influential on how siblings are treated, it can also be a rewarding experience and an adhesive to hold together a family. When a child is diagnosed with deafness, it is the flag marking the beginning of a series of potentially draining events for his or her parents. Though many parents say that raising a deaf child differs in subtle yet slight ways from the already challenging aspects of raising any child, they also agree that their child’s disability tends to amplify emotions, especially in the early stages of diagnoses. There are feelings of disbelief, confusion, and disappointment that lead to anger while guilt mingles with a sense of mourning. Through all of these overwhelming responses, parents learn to deal with the seclusion, to recognize the drawbacks of their situation, and to effectively develop strategies for their families. Though it is too generalizing to say that all parents react the same way to their child’s hearing loss, many parents do react in similar manners. It is the hearing parents that are affected the most by the arrival of the news of hearing loss in their child. Deaf parents, on the other hand generally embrace the handicap of their child because they realize they have the resources and language knowledge to help the child. In studies done comparing deaf hildren from hearing parents with those from deaf parents, the children from deaf parents significantly outscored their counterparts in areas such as vocabulary, reading, social skills, and mathematics. An explanation for this may be that the children of hearing parents experience something called â€Å"language deprivation† by which they are stripped of the knowledge commonly passed down through the direct exposure to a language natural to their parents (Mapp 190). For this reason, the stresses of raising a deaf child fall heavier on hearing parents. Many hearing parents feel this diagnosis shatters the illusion that their child is and will be perfect. This loss of innocence is a sentiment that many parents mourn. Many parents of deaf children have had little or no contact with the deaf community and are forced to comprehend a subject entirely foreign to them. Shock is a common response and works well as a defense mechanism that enables parents to begin the stages of mourning the illusionary loss of their normal child (Luterman 6). This shock gradually fades to disbelief as parents grasp at the permanent and incurable meanings of the word â€Å"deaf. Many ask how such a thing could happen in their family and occasionally the hearing problem is kept a secret. Though she was diagnosed in kindergarten, the girl begged her parents to keep her secret for years, senselessly believing that if no one knew about it then the problem did not exist despite the molds she wore in her ears. On top of denial, many families feel overwhelmed and that they have been given too much information in too short of a time period and may feel either ill-equipped to face the challenges of the diagnosis. With this fear often times comes anger and most parents of hearing impaired children feel a fundamental anger without an outlet through which to vent. There is anger at themselves, at the world, and even at the deaf child themselves. Sometimes this anger turns itself inwards and manifests itself as depression; other times it is capable of either strengthening or creating rifts within family systems and relationships. Perhaps one of the most prominent emotions felt by parents of deaf children is guilt. The future they had envisioned for their child has been violated in ways they never expected. Many parents would agree that having a hurting child and being helpless to assist them is one of the most distressing feelings they will ever experience (Luterman 9). Although having a deaf child can be rewarding in many ways it is very hard to see this in the beginning and the diagnosis affects parents in some very unique ways. Since the 1970s, studies have been done directly assessing the impact a deaf child has on families, especially on parents. It became clear from these studies that mothers and fathers deal with the stresses of their ill child in very different ways. Since mothers are typically invested in the daily stresses of raising a deaf child, studies have shown that they are more likely to be very involved in health and safety issues. Fathers on the other hand are typically found to engage in more distant roles of parenting due to occupational time consumption and are more successful at developing relationships with their child that does not revolve around the child’s disability (Luterman et al. 34-35). Studies have also shown that the time following a child’s diagnosis can be particularly trying on husbands as they are trying to reassure their wives that everything will be fine while privately attempting to deal with their own deep and emotional grief (Luterman et al. You read "Impact of a Deaf Child on Families" in category "Papers" 7). The separate roles each parent takes on complement each other by providing unique skills for their child. One of the most emotional taxing yet gratifying parts of raising a deaf child is that the mother is typically the one member of the family most capable of communicating with the deaf child. She becomes not only a mother, but an educator, social guidance counselor, communication specialist, interpreter, and audiologist consultant (Mapp 15). The girl’s mother went to the school district when the girl entered high school hoping sign language classes were available as a precaution in case her half deaf child continued to lose her hearing. They refused to even consider letting sign language qualify for her foreign language requirement. Another recurring theme in the challenges faced by parents is the abundance of ignorance in the faculty of school systems themselves. One frustrated parent wrote said about mainstreaming her deaf child into a hearing school, â€Å"†¦the teacher sometimes forgets†¦her limits and limitations†¦and does something incredibly dumb, such as the time in fifth grade when the teacher gave my daughter an oral spelling test of single words† (Luterman 175). Though most studies have focused extensively on the impact of a deaf child on parents, it is equally important to understand how it affects siblings. Family dynamics as well as parental reactions shape whether the hearing problem will strengthen the family structure or create tenuous situations. The definition of a family is a system of which all parts are inextricably interconnected (Luterman et al. 41). The sibling of a deaf child is typically forced to grow up faster than other children their age and assume greater responsibilities. One of the greatest favors a parent can do for the sibling of a deaf child is to realize that an entire family unit cannot be healthy when revolving around the limitations of one of its members. In 70% of the cases of deaf children, there is one or more sibling involved in the family’s makeup (Mapp 65). These children can suffer from having a disabled sibling because their parents may feel both physically and emotionally exhausted after caring for the child that seems to need more attention. The sibling may feel neglected and guilty that they somehow evaded deafness themselves while their brother or sister is suffering. There may be feelings of shame and embarrassment when an adolescent child draws attention by signing with their sibling in public. Older children may feel a deep rooted anxiety that their own children will suffer from hearing loss. As with the relationships between parents, it is important that siblings be given a venue of open communication to vent their anxieties and frustrations. Clear communication is the key to a successful family structure. It has been found that some siblings may react with attention-seeking strategies like poor academic performance, illnesses, and recurrent tantrums. Other children may internalize their issues and end up with innate resentment issues when they are older (Luterman 143). While having a deaf sibling undoubtedly has drawbacks many siblings reported positive attributes as well. The recurring theme was that compassionate individuals with greater sensitivities to prejudices came from families with disabled children. These siblings also attributed the bond their family shared to their ability to form a cohesive unit during times of crisis (Luterman et al. 50). In order to thrive, it is vital that the family copes properly with the stressors associated with a deaf child. One of the most damaging, yet well intentioned acts a parent of a deaf child can commit is overprotection. Parents of handicapped children regularly underestimate their child’s abilities, thus not allowing the child to make mistakes and learn. Overprotection leads to feelings of incapability and will hinder the child later in life. It must be acknowledged and accepted that even with interpreters, communication in a mainstream school will only be at about 75 percent for a deaf child (Jones 53). Instead of shielding a child from this barrier of communication, a parent must learn to mbrace it as a time of growth and a test of patience. Many parents see having a deaf child as a gift, as an opportunity to tap into strengths they never before realized they had. Though mothers of deaf children are likely to name healthcare providers as sources of support whereas hearing mothers named friends, it seems as though the levels of happiness of both women are consistent (Mapp 118). A parent ’s attitude toward having a deaf child molds not only interfamily relationships, but the success of the child themselves. The original confusion of their child’s diagnosis can morph into knowledge; the anger becomes a steady energy and focused drive, while the guilt turns into a lifelong commitment. The most important part of having a deaf child is that it forces ever member of a family to reevaluate life and realize just how precious of a gift it is. A disability only becomes a handicap when an individual allows it to skew their perception and hinder their accomplishments in life (Duckworth et al. 2). The girl smiled at her parents as she boarded the plane for college. It was through the hard work of her parents that she had made it so far. Never had they allowed her to see herself as tainted. They dealt with their issues quietly and ensured that the girl’s sister was never left behind. Through a sense of humor, teacher meetings, hard work, and patience they had shown her that her limitations led to endless accomplishments. The diagnosis was a hearing impairment and the girl is me. Works Cited Duckworth, Derek and Mark Philp. Children with Disabilites and their Families. New Jersey: Humanities Press Company, Ltd. 1982. Print. Jones, Reginald L. , ed. Reflections on Growing up Disabled. Virginia: The Council for Exceptional Children, 1983. Print. Luterman, David M. and Mark Ross. When your Child is Deaf: A Guide for Parents. Michigan: York Press, Inc. , 1991. Print. —. Counseling Parents of Hearing-Impaired Children. Boston: Little, Brown, and Company, Inc. , 1979. Print. Mapp, Idalia, ed. Essential Readings on Stress and Coping among Parents of Deaf and Hearing- Impaired Children. Nebraska: University of Nebraska Press, 2004. Print. How to cite Impact of a Deaf Child on Families, Papers

Education and Richard Rodriguez Essay Example For Students

Education and Richard Rodriguez Essay Mike Rose and Richard Rodriguez both support education and the success it brings for an Individual, but they support them in deferent ways and for different reasons. In Mike Roses essay he explains how he was an average person in his vocational classes. He says that his Intelligence was not on a low level, but rather he thought of his intelligence to be low because of his teachers and the fact he was in vocational classes, but he soon realizes that pushing to the next level was the key to his success. In contrast, Richard Rodriguez explains in his essay about education throughout his fife which included his teachers, family background and how it affected his upbringing and success. Mike Roses attitude about education and success and Richard Rodriguez attitude both have similarities but also have differences. First, when I look at the authors push to get an education I see in Richard Rodriguez essay that he was very motivated. He started as a young boy with an accent striving to learn more and attain knowledge whenever he could because he knew of the benefits. In the story Rodriguez says that he shifted away from family life to study more and learn more from his teachers. He wanted school rather than his uneducated family. In contrast, Mike Rose clearly didnt want to be in school, he wanted an easy way out of things, Rose explains he was put in vocational classes by accident, but decided to stay in the classes with the lower level students. He explains how the teachers could care less about the students education which affected Rose because he saw himself and everyone as being average. Second, the relationships the authors had with their teachers were different. Rodriguez relationship with his teachers was one that really helped him succeed. Rodriguez teachers were dedicated to him and wanted to give him all the Information he asked. Richard took advantage of his teachers knowledge by always asking questions. He states, My earliest teachers, the nuns made my success their ambition. The teachers guidance and ability to help Richard whenever he needed it gave him the ability to succeed in the classroom. In contrast, Roses relationship with his teacher In his vocational classes Is unlike Rodriguez. Rose explains that his teachers could care less about teaching their students and instead of trying to talk to the students calmly, they use physical violence to control them. Richard states, When the class drifted away from him, which was often, his voice would rise in paranoid accusations, and occasionally he would lose control and shake or smack us. He also states, The physical education teacher routinely had us grab our ankles to receive his stinging paddle across our butts. Roses relationship with his vocational teachers was not successful and had the effect on him of trying to be an average person. Lastly, both authors reflected differently on how their education and success affected them. Rodriguez believed that his teachers were the ones he should be thanking for his academic success. But he soon realizes that his parents had the biggest role in his success rather than giving all the credit to his teachers. Rodriguez 1 OFF explains Tanat ten neurotransmitter nee saw Nils parents Day as a young DOD Is now looked at by regret because his parents were the ones that put him in an unaffordable private school. As an adult Rodriguez looked back at how his parents pushed him and he has respect for their support. In contrast, Rose reflects his success and education with the help and push of his teacher Mr.. McFarland. When Roses father dies Mr.. McFarland comes to change his views on how he sees education. .u3b3150ecd103df8525522c4b46675e6e , .u3b3150ecd103df8525522c4b46675e6e .postImageUrl , .u3b3150ecd103df8525522c4b46675e6e .centered-text-area { min-height: 80px; position: relative; } .u3b3150ecd103df8525522c4b46675e6e , .u3b3150ecd103df8525522c4b46675e6e:hover , .u3b3150ecd103df8525522c4b46675e6e:visited , .u3b3150ecd103df8525522c4b46675e6e:active { border:0!important; } .u3b3150ecd103df8525522c4b46675e6e .clearfix:after { content: ""; display: table; clear: both; } .u3b3150ecd103df8525522c4b46675e6e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u3b3150ecd103df8525522c4b46675e6e:active , .u3b3150ecd103df8525522c4b46675e6e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3b3150ecd103df8525522c4b46675e6e .centered-text-area { width: 100%; position: relative ; } .u3b3150ecd103df8525522c4b46675e6e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3b3150ecd103df8525522c4b46675e6e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3b3150ecd103df8525522c4b46675e6e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u3b3150ecd103df8525522c4b46675e6e:hover .ctaButton { background-color: #34495E!important; } .u3b3150ecd103df8525522c4b46675e6e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3b3150ecd103df8525522c4b46675e6e .u3b3150ecd103df8525522c4b46675e6e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3b3150ecd103df8525522c4b46675e6e:after { content: ""; display: block; clear: both; } READ: For many years now I have listened to teachers spe EssayRose appreciates his teacher because unlike his other teachers, McFarland cares for his students and wants to see the best out of them. Rose is convinced that he is not average and pursues a college education. Knowledge was a bonding agent for rose and soon he realized who he was in life. In conclusion, on the points of the push of education, the relationships, and the reflection of their education and success, both authors are similar because of how their views change overtime. They contrast on their upbringing in life because early on they both viewed education differently.