In-school Suspension and Off-school Suspension Essay

In-school Suspension and Off-school Suspension - Essay Example On the other hand, out-of-school suspension (OSS) is an act to keep away the student from school for short-term periods (Saint Helens , 1998). This temporary keeping away of the student is in lieu of investigation that can lead to removal of the student from the school itself, or pending the implementation of some definite measures such as internment through the action of the court, or mental or physical assessment. When the student is suspended, he or she is informed of the acts that constitute the charges, and also the fact of suspension on account of these charges (Saint Helens , 1998). In-school suspension (ISS) has several benefits over out of school suspension. An obvious important benefit is that the student does not have to break off his or her learning by being suspended from the school. The benefits of ISS include (District of Columbia , n.d.): The students who face suspension continue to be taught though in an atmosphere that is restrictive. Everyday they are also provided counseling individually and in a group. They are provided with the opportunities at identifying remedies for their problems (Collins, 1985). The objectives are to pro-actively lead the students to come back to the normal group of students as fast as possible and lastingly too, raise self-worth, heighten the consciousness of oneself, and lessen the troublesome and disorderly conduct. A change in outlook of these students to those who are in authority, increasing their capacity to identify their own strong and positive abilities, enhancing their confidence to own up and be responsible for their actions and improving those areas that they lack or are deficit in (Collins, 1985). They are also encouraged to seek ways to resolve any problems that they may have at home. Attendance is not improved by ISS and it shows a high recidivism rate. However, ISS does not seem to show a decline in disruptive behaviors especially in those students who have behavioral disorders (Yancey, 2001). According to Stage (1997, p.72), "There were no apparent effects of the in-school suspension interventions on classroom disruptive behavior, since there were no systematic differences in disruptive classroom behavior by in-school suspension phase. In fact, the rate of student disruptive behavior remained rather constant across the four in-school suspension interventions, indicating that no type of in-school suspension generalized to classroom behavior any more efficaciously than another" (cited in Yancey, 2001). Pros and Cons of OSS OSS is resorted to mostly in offences that are both trivial and avertable like breaking of the rules of the school which actually does not in any way pose a threat or lead to any violence; at best this is a device to retain a safe school environment (Bruns, Moore, Stephan, Pruitt & Weist, 2005). On the contrary, there are clear indications that OSS, in

Ambivalent Attitudes Toward Abortion In A Postmodern Society Religion Essay

Ambivalent Attitudes Toward Abortion In A Postmodern Society Religion Essay The Christian response to abortion in our western culture has been a matter of preserving the sanctity of life. Although it would seem to be cut and dry to a Christian that abortion violates that sanctity of life, it continues to face constitutional evolvement, differing worldviews, the scrutiny of the more liberal medical profession, and school text books for Christians. All of these concerns illustrate a wayward compass, lacking the ability to find true north. Society continues to weigh the simple yet complex definitions of personhood. Abortion is purported to be morally justified by pro-choice advocates in the postmodern culture. The question of what is right or wrong continues to be argued on both sides of the issue. For instance, the religious community cannot reach agreement, cites Rothstein and Williams (1983), on what a person consists of or when a person begins life. This paper will contend that the postmodern attitude towards abortion in a theistic society has been characterized as ambivalent and such that a society, exposed to liberal schools of thought, and changing modern and family values, errs on the side of science and convenience. Further, decision makers on the pro-choice side have used their agenda to further their secular beliefs through education, and a cavalier approach to sex which gives rise to sexual promiscuity. Additionally, there have been declines in moral thresholds, church attendance, theological literacy, and respect for gender roles in the family. Ambivalent Abortion Attitudes in a Postmodern Theistic Society Disputes over abortion are usually very heated due to the involvement of conflicting worldviews. Abortion is going to have difficulty attempting to reside within a Christian worldview, based purely on their opposing logic. Furthermore, abortion can comfortably maintain itself within the worldview of liberal postmodernism. Challengers of abortion are aware that they are supporting the rights of human life even though they may not be cognizant that they are also supporting the Christian worldview. Also, supporters of legal abortions identify that they are securing a womans right to choose even though they may not be completely aware of their support to the postmodern worldview. A worldview adds perspective and helps us identify with the world around us and how we deduce and appraise not only what we see but how we perceive ourselves to our understanding of life. Religion has the ability to hone a persons worldview, which starts to develop and institute moral perspectives. Religion serves as a main source for determining right and wrong, good and bad, just and unjust (Durkheim, 1954 p. 43). In order to have a credible understanding of the postmodern view on abortion which will be discussed next, both opposing views must be examined in order to explain why a postmodern view in a theistic society would embrace a pro-abortion stance. This will explain the difficulty in finding a common ground, in regard of the issues of abortion, and why conversion at this point is not viable especially since postmodern tenets lean toward the secular decision making. Comparative analysis of postmodernism and theistic views: Man is a created being and has a composition pre-determined by an intelligent and purposeful design, as opposed to the secular contention where mans indiscriminate evolvement has no predetermined nature or design. Man is an immortal spirit being in which dwells a mortal body, compared to the secular point of view where man is wholly a physical animal and or machine. Moral law governs universally through marriage, sexual activity, and family, while secularism sees morality as culturally and or individually determined. Luker (1984) sites these differing views as conflicting, pro-choice activist women share almost no common premises and very little common language with antiabortion activist women; in particular, the worldviews and conceptions of motherhood held by the two different groups of women are antithetical (p. 2). The cultural war on abortion has many fronts and those who adhere to liberal postmodernism or answer to liberal postmodern ideology are likely to frame lawful abortion as a set of rights or privileges for the women who in many cases become pregnant carelessly. Hauerwas, author of Theologically Understood, says that liberals not Christians in America are tempted to think of issues like abortion primarily in legal terms such as rights. He explains rights as an agreement between members in a society who have nothing in common and in this context the prolife plus prochoice factions. Hauerwas states that within a liberal society such as ours, the law functions as a mediator of such disagreements. He gives an example of our system of law by saying, Why do Christians call abortion, abortion and that is to say why Christians think that abortion is a morally problematic term? (Hauerwas, 1991, p. 5). Hauerwas demystifies years of elusions by calling abortion, abortion which is already an achievement based on principles. Pro-choice is pro-abortion using the phrase termination of pregnancy, the postmodernist has reduced the churchs involvement and reallocated the moral responsibility onto the medical profession. For most of the twentieth century, abortion was removed from public scrutiny by defining it as a question of medical judgment (Emerson, 1996, p. 44). By circumventing the church we can easily foretell any future decision making within a postmodern society towards abortion. By defining that mistake as take God out of anything and it dies as pointed out here by Nietzsche, parable of a madman Do we smell anything yet of Gods decomposition? Isnt this the crux of postmodern wisdom which is inserting Gods insignificance into the minds of our youth? A culture cannot lose its philosophic center without the most serious of consequences, not just to the philosophy on which it was based but to the whole superstructure of culture and even each persons notion of who he or she is. When God dies, both the substance and the value of everything else die too (Sire, 2004, p. 211). This leads to the next point on Postmodernisms thinking on the sanctity of life, which has created a pro-abortion crisis in America. In the United States alone the abortion rates have increased from 898,000 in 1974 to 1,533,000 in 1980. These figures indicate that on an average day in Washington D.C., abortions are outnumbering live births. Twenty-five percent of all pregnancies are terminated in this manner and forty percent among teenagers. Approximately twenty percent of all women in the United States have had a legal abortion. Sixty percent were under twenty-five years of age, and eighty-two percent were unmarried at the time of their abortions. Sixty-nine percent of these individuals were white. This is the latest available information provided by researchers by the Henshaw, Koonin Smith Institute (1991). The above information shows the influential state and the wide acceptance of abortion and its use as a solution rather than as a last resort. Another way we see secular conditioning, is through what we read, which raises the question are we neglecting to effectively provide enough alternatives to abortions, such as adoption? For a number of generations we have been stealth fully preconditioning society by removing God from public education. Here for example a member of the Texas board of education is reported saying There seems to be a misinformed view of religion in American history, that America is somehow founded on Christianity, and Mize said, We just ask that things be historically accurate (Castro, 2010, Â ¶7). That certainly lessens the burden of trying to understand a postmodern view towards the ultimate decision to dismiss life, since a form of preconditioning has shown a dismissive attitude towards abortion. The textbook often provides the central focus and organizing framework for courses, and students, in turn rely on textbooks as their most readily available source of information about the course topics (Geersten, 1977, p. 102). Postmodern theists are also finding difficulty with the abortion issue when it comes to their education as pointed out here, Evangelicals for the most part tend to adhere to their education group rather than their religion with regards to their abortion attitudes (Schmalzbauer, 1993, p. 6). Education will no doubt reconstruct the minds of our youth as pointed out by Evans when he commented on Wuthnow, 1988 education is a more powerful opinion structuring force than religious discourse itself, and most studies find that the more education a respondent has, the more liberal his or her abortion attitudes (Evans, 2002, p. 418). This helps answer why a postmodern society raises and nurtures its most influential citizens into embracing such secular ideas as Humanism, Naturalism, and Theistic Existentialism. Postmodernism is here to stay and to evolve. It is a major paradigm shift that has vast and deep impact on the world. When modernity hits hard on Christianity, many sociologists predict the inevitable demise and even eradication of Christianity by secularism (Bruce Steve, 1996, Â ¶5). Also having the primarily secularists controlling how textbooks are written and studied can only point to the trickling down effect of God within the hearts of men. By the mid-1990s abortion had been legal for two decades, and the population had become more educated and more secular, and other sociodemographic trends found abortion increasingly acceptable (Strickler Danigelis, 1999, p. 188). There should be equal worry over issues which are of immediate concern for all such as poverty, global warming, aids prevention, war, and more. All of these are of equal value and worth investigation and debating, but abortion is not equated with the same balance of equality. Given the recent numbers of elective abortions, 1,533,000 in 1980 as sited earlier tell us that there are many women who continue to share ambivalent feelings toward abortion. I was pregnant, I carried two unborn children and I chose, for completely selfish reasons, to deny them life so that I could better my own (Flodin, 1990, Â ¶3). If we are going to find a way to bring back the sanctity within our society, we must implement formal instructions in morals and principles as an essential component of the public school curriculum. Secularism campaigns alongside ambivalence; in America we become too complicated with our competing convictions? The answer lies in our public school system which according to the first amendment, Public schools may not inculcate nor inhibit religion. They must be places where religion and religious conviction are treated with fairness and respect. Public schools uphold the First Amendment when they protect the religious liberty rights of students of all faiths or none. Schools demonstrate fairness when they ensure that the curriculum includes study about religion, where appropriate (Haynes, 2010, P.1). An upward battle will continue as long as postmodernists maintain a distant relationship with God. Teachers are permitted to wear no obtrusive jewelry, such as a cross or Star of David. But teachers should not wear proselytizing message (e.g., Jesus Saves T-shirt). (Haynes, 1999, p.7). Here is an example of secular reasoning, Attorneys for Kandice Smith, a sixth-grader at Curry Middle School in Walker County, Alabama, filed a lawsuit in federal court to overturn what they called an unconstitutional dress code. In August, the school banned cross necklaces as part of its new dress code claiming they are gang symbols. School officials threatened to discipline Smith if she didnt hide the cross under her clothes. (Rock star, 1999, Â ¶4). As long as the cross is reviewed as a gang sign abortion will always be consider as a first option. Postmodern societies lean towards abortion as a first consideration rather than as a last resort because it rests in their understanding of God. The postmodern cultures, bible illiteracy clearly exemplifies the ease in which abortion decisions are made, and how religious freedom can be extrapolated from law to err on the side of the secularist, consequently making the first amendment null and void. In conclusion, how can a Christian in a postmodern society consider abortion not as a viable solution to a complex moral issue? The abortion debate has polarized Americans like no other national problem. The abortion issue has created a vast partitioning across Americas cultural, and religious lines, which is also evident at the individual, political, and ecclesiastical levels. How then can a Christian in a postmodern theistic society protect forty percent of future teenage abortions in a society which is profoundly secular given the tenet that abortion is a right? This certainly points to a valid concern held by many Christians, and alludes to a valid misrepresentation on prolife options within our school textbooks. From 1988 through 1993 sampling 27 textbooks representing 16 publishers covering a period of 6 years (Kathy Shepherd Elaine Hall, 1994, p. 267). They referenced topics such as, abortion and legal cases such as Roe v. Wade, pro-life, birth control, teen pregnancy, and reproduction. Citations for abortion were indexed more than 60 times and adoption citations were indexed under 13 headings. Also with this study acknowledgement to abortion was tendered 4 times more page space than adoption. The Humanist manifesto will continue as long as Gods heritage is denied in public school courses. This is happening all across America, schools are simply not teaching about God, and by leaving out His heritage the significance of abortion will continue to all future generations. A theist in a postmodern society must find a way to respect the law of the land that does not mean they take part in it nor does it mean they have to protest, through legal channels its validity. If we are to be effective on the other side, we ourselves will have to become less modern and more postmodern-not completely of it, of course, but more completely in it. (McLaren, 2000, p. 168).

The U.S. Education System and Adolescent Students At-Risk Essays

The U.S. Education System and Adolescent Students At-Risk In an age where getting a good education is increasingly a predictor of future success and stability, many of our youth are at-risk of falling behind in classes and dropping out of high school. Approximately half of all American adolescents engage in activities that put them at-risk and endanger their ability to succeed (Lingren, 1997). Not all of these adolescents will drop out of high school or end up on the streets, but a substantial number of them will not reach their potential in school and may carry feelings of failure with them the rest of their lives. Adolescents spend approximately seven hours a day, five days a week, in middle and high schools, making schools a logical place where at-risk adolescents might receive help. Realizing that this is a crucial time in their development, educators have instituted numerous school programs targeting these adolescents to help them succeed and catch-up to their peers. This paper will focus on adolescents who are at-risk educationally, and what strategies have proven effective at preventing dropouts and helping them catch up to normal levels for their grade. It will examine theories about how adolescents become at-risk, the needs of these students, several models of intervention, and overall characteristics of successful programs. Although most definitions of â€Å"at-risk† include individuals with severe learning disabilities and the mentally handicapped, this paper will focus primarily on students who appear to have the capacity to catch up to their grade level, and who are at-risk because of behaviors, environmental factors, or because they were not given meaningful instruction at an early age. Some observers estimate that â€Å"... ...mpscott, Massachusetts: Watersun Publishing Company, Inc. 17. Sanders, M. G. (2000). Schooling Students Placed At Risk: Research, Policy, and Practice in the Education of Poor and Minority Adolescents. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers. 18. Slavin, R. E., Karweit, N. L., & Madden, N. A. (1989). Effective Programs for Students At Risk. Boston, Massachusetts: Allyn & Bacon. 19. U.S. Department of Education (2003). Electronic source: Official U.S. Dept. of Education website: http://www.nochildleftbehind.gov/ 20. Washington, V. (1995). Project Head Start: Models and Strategies for the Twenty- First Century. New York, New York: Garland Publishing, Inc. 21. Wehlage, G. G. et al. (1989). Reducing the Risk: Schools as Communities of Support. Philadelphia: Falmer Press

Macbeth Compared to Hitler

Although literature is fiction, often the conflict in a work will be strikingly similar to that of a real event. For example, the central issue of the abusive dictatorship of Macbeth in Macbeth, by William Shakespeare parallels that of the terrorizing dictatorship of Adolf Hitler during the early part of the Twentieth Century. In both of these horrible situations, there is a similarity in the challenging rise to power each must go through, their traumatizing dictatorships which destroyed many lives, and the treacherous downfall which ultimately led to their demise. Macbeth and Hitler were both loved by their people, but both charismatic leaders manipulated the people to gain power. Macbeth was respected and loved by the King and the people of Scotland. When the Thane of Cawdor lost his battle, the King of Scotland decreed him to death and elected the victorious General Macbeth to the position of Thane. Duncan said to Macbeth once he was Thane of Cawdor, â€Å"My Worthy Cawdor† (1. 4. 54). Duncan respected Macbeth and trusted him as Thane of Cawdor Macbeth had previously been visited by three witches when he was with Banquo and was told that he would never become king. The witches said to Banquo that Macbeth will never be king and the King’s sons would eventually become kings and rule the land. Macbeth was jealous and knew he had to kill the king in order to gain power. Lady Macbeth and Macbeth created the plot to kill Duncan and seize power through force. Their plan was to kill Duncan and blame it on the guards by putting the bloody daggers in the hands of the guards. Lady Macbeth and Macbeth followed through with the plan and Duncan's sons ran away. Then Macbeth turns around and blames the sons because they left right when Duncan died. The people of Scotland believed the story and Macbeth falsely gained respect from the people and gained power. In a similar parallel, Hitler too gained power by manipulating the people of Germany to earn their respect. Hitler and his country were in the middle of an economic depression during the early Twentieth Century, and this was a ripe time for a charismatic leader to emerge. The times were tough for the people of Germany and Hitler saw that he could gain power with a little manipulation and appealing to the desperate people’s needs. Hitler ran for president and made many hopeful, inspirational speeches to large crowds of people. When Hitler was in his campaign to regain power in the Nazi party, he threw a speech in a large hall. People were amazed at how well he spoke and seemed to know their problems and were inspired. â€Å" Former party leaders, who had come only to watch, now marched onto the platform, shook his hand, or embraced him. †(Stewart 46). The German people fell in love with him and followed his political rise very closely and supported his message. Even though Hitler lost two close political races to Paul von Hindenburg, he ended up succeeding him in office when von Hindenburg died and made it possible for Hitler to become president. Hitler needed more support to legalize his Nazi party. In order to gain more support, Hitler set fire to the Parliament building in Germany. The German people were scared and Hitler told the public that the communist had set the building on fire. The people falsely believed him and had trust in Hitler giving him more power than ever before. Macbeth and Hitler’s dictatorships were both terrorizing and frightful, especially to the two groups of people they ruled. When Macbeth was in power, he was paranoid of a conspiracy being launched against him. Macbeth was so paranoid that he had spies in every house, and killed many innocent people. Macbeth feared that Banquo, his friend, was talking about him and grew weary of him. He hired three murderers to kill Banquo once he set off from Macbeth’s kingdom. Macbeth thought he saw Banquo’s ghost and thought that it came back to haunt him. Macbeth seemed to have been losing his mind and he was guilty of Duncan’s death. Macbeth killed his own friend because he thought Duncan was trying to take power back. He had been so paranoid that he had a spy in every house to report of any conspiracies among the people. If the spies would hear anything, Macbeth would kill those who the spies reported back on. Hitler’s dictatorship was long, terrifying, and stressful. Hitler was in the middle of a war when he was in power. He had the whole world fighting against him as he was trying to gain control of the whole world. Hitler had been so stressed and tired from war that he was mentally unstable. To cope with the long and stressful war, Hitler took drugs. The drugs made him an even worse and cruel dictator. Hitler started genocide in his home country. He persecuted the Jewish population and put them in extermination camps. This dilemma was known to be the Holocaust. Hitler killed six million innocent Jewish people. Hitler and the Nazis soldiers burned, shot, and gassed the Jews. Once in a concentration camp in Germany, the Nazis said â€Å" Beat Those Jews†(Rees 179). Hitler made the Germans and Nazis convinced that they should kill many innocent and harmless people. Hitler grew weary of conspiracy. He thought people were out to get him. Hitler created the Nazi police. The Nazi police were run by Himmler. The police ran on the principles of â€Å"If you don’t speak you don’t get hurt†. The police insured that no one was speaking against Hitler and his political decisions. Macbeth and Hitler both had a treacherous downfall. Macbeth was mentally unstable and he was making poor decisions. Macbeth was being attacked from Birnam Woods by the English army and Macduff. The prophecies were coming true that the woods would walk to Macbeth’s kingdom and kill him. The English army picked up branches to disguise themselves and hide their numbers. Macbeth and everyone were falling apart and knew they were going to die. Lady Macbeth knew what was coming, and had enough of Macbeth and his terrible reign and took her own life. When Seyton heard a cry from the castle, he found that she died. Seyton said to Macbeth, â€Å" The Queen, My lord, is dead†(5. 5. 16). Macbeth had lost everything he lived for and his kingdom. Macduff found Macbeth for a standoff. Macbeth accepted his fate and fought with courage. Macbeth died and Malcolm took the crown and became king. Hitler’s downfall was treacherous and lethal. Hitler was in the middle of a war and his army was weakening. The allies were closing in on him and his nation was being destroyed. Hitler was so stressed from the war and all of his struggles that he became crazy and addicted to drugs. While he was in reign, he had 42 assassination attempts against his life. Many of the attempts were from his high ranking generals, and political powers. The people could no longer take what he was doing to the country. Hitler took his own life by shooting himself. Macbeth and Hitler’s rise to power, dictatorship, and downfall are similar but occurred in different times. Hitler and Macbeth were both loved by people of their country. They both manipulated facts and used this to gain the people’s trust and respect. Both Hitler and Macbeth killed many innocent people. Both men were involved in war. Ultimately, both Macbeth and Hitler were both attacked from various forces. Both men accepted their fate and died. Hitler killed himself, and Macbeth died in his last stand against Macduff.

Rhetorical Analysis Of Professionss For Women By Virginia...

Rhetorical Analysis Argument â€Å"Professions for women† is a summary of the speech Virginia Woolf gave to the members of the National Society for Women’s Service telling about her start as a writer, â€Å"the Angel in the House†, and her ideas on what women can do to continue to further themselves. Throughout Woolf’s essay she often uses two rhetorical appeals Ethos and Pathos to narrate her journey and persuade her audience to see the great success women have accomplished. The first time I read this I honestly didn’t like nor understand this writing. I felt that she was undermining herself when she said â€Å"It is true I am a woman; it is true I am employed; but what professional experiences have I had?†(Woolf) after that sentence I pretty much†¦show more content†¦Upon reading this many more times I have come to realize that she was saying more that if her career in literature, that for a long time has been established as neutra l is challenging for her then it must be incredibly difficult to overcome a male dominated career such as a doctor or lawyer especially if you do not come from a positive background. One of her claims is that women still have to try just a little bit harder than men to get the same things in life. I agree I think that even though it’s not openly expressed and not quite as dramatic, women are thought of as lower or inferior to men most of the time. To make her claim stronger I think she should have put a few facts or statistics about job placement between gender and population. In Jessica Schieder and Elise Gould’s article â€Å"†Woman’s Work† and the gender pay gap† they believe that woman’s inequality is still very much an issue saying â€Å"Women are paid 79 cents for every dollar paid to men† and â€Å"Serious attempts to understand the gender wage gap should not include shifting the blame to women for not earning more. Rath er, these attempts should

Designing the Perfect State - 1174 Words

From the ancient to the modern, societies have always been striving to create the perfect state. Philosophers, such as Plato and Lao Tsu, have provided opinions for centuries as to what constitutes this state. The perfect state is one in which true cooperation exist, allowing the state to effectively overcome any problem. Although some argue absolute collaboration is unreachable, the reality is that with a set of fundamental elements this state is possible. To establish this society, there must exist an equal distribution of wealth, to eliminate the conflict caused by social stratification. There would be a strict division of labor based on each individual’s strengths, allowing the growth of interdependence. Additionally, there would exist censorship from unnecessary knowledge to eliminate distractions from collaboration. Furthermore, there must exist a shared leadership system, allowing for collaboration between multiple leaders and eliminating conflicts caused by dictatorshi p. Characterized by these four elements, the perfect state would be one capable of efficiently maintaining full collaboration, allowing for effective problem solving. The ideal state would have an equal distribution of wealth, because a state in which the populace is at constant competition with each other cannot remain truly cooperative. This would allow for detachment from wealth, decreasing conflict between individuals. Lao Tsu once said the claim of wealth and attachment to things will causeShow MoreRelatedThe Morality Of Genetic Enhancement884 Words   |  4 PagesEnhancement The morality of genetic enhancement (GE) differs from person to person. The stance Michael J. Sandel’s takes is that eugenics and GE has no morality. He states in his work, â€Å"The case against Perfection†, that manipulating ones genes makes one less human; since, humans are not perfect which is what makes one human and by designing a perfect person one is taking away their humanity. 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Analysis Of Mtv s Girl Code And Guy Code - 922 Words

Writing Assignment Hegemony is the term for how one group gains and maintains power over other groups of people, they accomplish this by using media as an agent to normalize their power, so even the subaltern groups deem it the norm (Hegemony, slide #). How groups are represented in mainstream media and even if and when they are represented shapes the way the viewers, and thus the public, view different groups (Critical Media Literacy part I, slide #). The way these groups are portrayed is for the most part a conscious choice on the part of the creators, each portrayal is carefully crafted to send the audience a certain message about ideology and societal norms (Kenner, 6). MTV’s Girl Code and Guy Code are set up very similarly and it would be easy to brush off their differences, but in comparison these texts say a great deal about the way contemporary culture perceives gender. Gender refers to the way society expects one to act depending on where they adhere to the gender bin ary, men or women (Categorical Thinking, #). Even with the very premise of the shows it say a great deal about gender as it implies a rigid and absolute correlation –or categorical way of thinking- that gender and sex are the same, while it also excludes those who do not fall into the categories laid out (Categorical Thinking, slide 3). Girl Code and Guy Code very much so are set up to reinforce the hegemonic views of gender in society. Both texts have a similar segment of how to â€Å"pick up† someone.Show MoreRelatedEssay Mtv And The Madonna Phenomenon2134 Words   |  9 Pages MTV and The Madonna Phenomenon quot;Madonnas intuitive grasp on the televisual world in which we live- of the mediums possibilities for engaging spectators in diverse ways- that in part accounts for her success. She is the supreme television heroine.quot; (E. 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