My seventh and eighth grade years were a period of coming out for me. I began making some friends and receiving high marks.
Still the school's human calculator, I joined the math club and participated in some competitive, interscholastic activities. I became increasingly more self-reliant, and my school environment became more complex. I used a closed-circuit TV to magnify written materials in my classes, most of which were in one room.
It was a large unit, and whenever I had a class in the room next door to mine, three other students would have to move it. Now I had six classes and a study hall which I spent with a tutor, and each class was in a different part of the school. I began having to leave class and go to the school library to take tests and quizzes.
I also began using computers in the eighth grade to type papers in school. I did well in school and was on the academic team, which was one of the best in southwestern Ohio. In my sophomore year, I began taking Latin and fell in love with classical studies.
Ihlendorf, was enthusiastic about her classes. I joined the Latin club that year. In the Latin Club, I took part in certamina, contests in which we pitted our knowledge of mythology, Latin grammar, and ancient Roman history against members of other clubs around the Cincinnati and Dayton area.
Also in my sophomore year, I began considering a career in some sort of social services work. I had taken two courses in legal studies in high school and initially wanted to be a public defender or an advocate for the disabled. At the end of my sophomore year, I received a grade point average of 4. In Washington, I took part in a mock congress with other high school students from around the country, sat on the floor of the House of Representatives, sat in on a Senate debate, and saw the Saudi Arabian Embassy, the Supreme Court, and the Arlington National Cemetery.
In February, , I gave a short speech at a town meeting of the Architectural and Transportation Barriers Compliance Board , which is charged with enforcing the Americans with Disabilities Act and the Rehabilitation Act of , and that summer, I was responsible for having a computer user's manual formerly inaccessible to the blind and visually impaired read onto tape.
That same summer, I began tutoring the daughter of a friend of my mothers, an African-American fourth grader, in math and English. My activities for people with disabilities and other minorities gave me a new appreciation for diversity.
I began to feel that it was my duty to help people who have been oppressed achieve equality and reach their full potential. Throughout my childhood, I was seen as having superior intelligence, and I began thinking at this time that I had a moral obligation to use that intelligence to help eliminate racism, sexism, ageism, and most of all, discrimination against people with disabilities.
This picture of my life was not entirely rosy, however. At times, school was a struggle for me. Some of my teachers did not know how to deal with a student with low vision. My algebra teachers, for example, would write sample equations on the black board that I could not see. When I told them this, they told me that they could not teach any other way. I learned the material from these classes from the book and from parents and tutors. I received an IBM compatible personal computer for Christmas when I was sixteen, and I became a heavy user of computerized information retrieval services, since there was often no one available to assist me with using the library card catalogs at school.
I also became a skilled networker, relying on tutors, friends, former teachers, school personnel, family, and professionals from around the country with whom I communicated by using my computer to gather materials for class assignments. I graduated from Sycamore High School in Cincinnati with high honors and numerous awards and entered Wright State University as a social work major and a psychology minor, my tuition covered by scholarships and the Ohio Bureau of Vocational Rehabilitation.
I feel that I enter the social work profession with a great ability to empathize with clients and understand how they view their presenting problems. I am a member of several organizations on campus at Wright State, my grade point average is 3. As the bus I rode wound its way through the strip malls and office parks of Cincinnati's affluent northeast side, the area where I spent my childhood, I began thinking of all the people who helped me reach my goals.
Ihlendorf, who encouraged my love of Latin and my drive to achieve in school, there was Mr. Riesenberg, who inspired my interest in legal issues, advocacy, and the achievement of equality, and there was Mrs.
Klefas, my English teacher in my senior year of high school, who allowed me to appreciate the greatness of English literature and its relevance to modern times. I would be visiting all three of these teachers at the end of my long, cold journey across Cincinnati, but most of all, I had to thank my parents. I am a ravenous learner, a voracious reader, will rapaciously devour any piece of literature that crosses my path. Classics, textbooks, poetry, script—it does not matter to me, as long as it is full of words.
For this reason, I view education not as a chore but as an opportunity. I cannot fathom life without daily learning, cannot comprehend what my existence would be if there was not a book to be found. Usually, I get along effortlessly and excellently with my teachers, might discuss Andy Warhol with Mr.
Richardson or hand a poem to Mrs. I almost always get along the best with my English teachers, perhaps because we share a common passion, because we are both nerds and proud of it. Elections are no more than high-falutin popularity contests; I learned that in second grade, when a friend and I tried to convince our peers that we should be Class Ambassadors—we even made posters addressing the issues; longer recess, better lunch food and more snack time we were ambitious eight-year-olds.
A kid named Cody, however, won when he brought cookies for the class on Voting Day. I sound contradictory here, though. Despite this, I did not really care who won, Obama or ancient McCain, because I figured that America was going to fall into a recession either way.
Being respectful to adults, for example, is one of the biggest I follow—especially towards parents and teachers. I am deeply disappointed in myself with the realization that I have no real standard of ethics, perhaps a warped sense of right and wrong as a result. I need to figure out who I am, what I stand for, and follow through with those principles.
Sometimes, I look in the mirror and cringe when I think about how much I have changed. Other times, I smile.
That which I have done in these past months, however, has caused that smile to fade; lately, it has vanished behind a frown. How that may be not-so-good: I quit fighting against my mother so much, finally broke down and changed the way I dressed, how I wore my make-up. I became increasingly introverted, telling no one anything, confiding in my mother less and less, until that confidence disappeared completely.
Why that is bad: I would prefer not to go there. How I need to change: How I plan to change: However, what I do know is that I am a hypocrite. I expect the truth from others, though I rarely give it in return. I value kindness but am only cruel. I pity those with mental illness, yet I want no one to comment on my own. I expect forgiveness, but rarely can I manage an apology.
For one group of dogs, a light was turned on to signal an impending shock. These dogs quickly learned to jump over at the presentation of the light and were only shocked one or two times. For another group of dogs, the light was turned on and followed by a shock. The dogs in this group were not allowed to jump to the other side of the box a barrier was placed in the way.
After several pairings of the light and shock, the barrier was removed so that the dogs could easily jump to the other side to escape the shock.
Instead of jumping over, most dogs simply stayed put and endured the shock. The dogs were well cared for before and after the experiments. This study demonstrated learned helplessness which allowed psychologists to help people in abusive relationships and other harmful relationships. The researcher in this study wished to determine factors associated with homosexual behavior in public washrooms. After the sexual activity took place, he recorded the automobile license numbers of the men and obtained their addresses through the Department of Public Safety.
Disguised so that the men would not recognize him, he went to their houses and claimed to be a health service interviewer. This allowed Humphreys to collect data pertaining to their marital status many were married , jobs, and health-related issues. It was a very important study that showed the lives, attitudes, and mental health of homosexual men and heterosexual men were not significantly different and supported the removal of homosexuality from the Diagnostic and Statistical Manual in It is important to keep in mind that at this time homosexuality was illegal, so it was very difficult to interview people who engaged in these acts.
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