Video. It has sight. it has sound. it has motion. it doesn't have smell or taste or touch.!!! I hope this helped you A LOT
For part A you are writing the words you underlined and what you think it means and for part B your basically filling in the blanks
<u>Changes that the author of Harrison Bergeron wants to see in the society:</u>
Harrison Bergeron is a protagonist of the short science fiction story written by Kurt Vonnegut Junior. The story envisions a society governed by the rules imposed by a lady dictator Diana Moon Glampers, the handicapper General, in charge of ensuring equality so that no one is better than anyone else.
She has devised inhuman means to enforce her set of desires using blinding spectacles, mental radio fitted in ears to hamper normal mental processes and other mechanical aids to serve her brutal purposes.
Bergeron is a boy who has been sent to prison for no valid crime of today’s world. When he tries to assert independence and tries to overthrow domination by perpetrators of brutality, he is shot dead along with a ballerina who tries to rebel with him.
He is the person who seeks change , speaks for his basic human rights , asserts and accepts his independence as an integral part of his survival as a human being. He is silenced forever by the insecure General
. The narrator tries to say that differences of form and intelligence make us human.
All are different. Those with higher intelligence like George, should not be handicapped but allowed to think and reason out. A society that is governed by the maxims of welfare and freedom to live can only succeed. Equality should not be imposed. Differences should be celebrated and allowed as being natural.
Answer:
a policy, alone, is not enough. Despite the requirement, there’s been a slight uptick in all forms of bullying during the last three years. Bullying can look like experienced basketball players systematically intimidating novice players off the court, kids repeatedly stigmatizing immigrant classmates for their cultural differences, or a middle-school girl suddenly being insulted and excluded by her group of friends.
Bullying occurs everywhere, even in the highest-performing schools, and it is hurtful to everyone involved, from the targets of bullying to the witnesses—and even to bullies themselves. October is National Bullying Prevention Month, so it’s a good time to ask ourselves: What are the best practices for preventing bullying in schools? That’s a question I explored with my colleague Marc Brackett from the Yale Center for Emotional Intelligence, in a recent paper that reviewed dozens of studies of real-world bullying prevention efforts.
As we discovered, not all approaches to bullying prevention are equally effective. Most bullying prevention programs focus on raising awareness of the problem and administering consequences. But programs that rely on punishment and zero tolerance have not been shown to be effective in the U.S.; and they often disproportionately target students of color. Programs like peer mediation that place responsibility on the children to work out conflicts can increase bullying. (Adult victims of abuse are never asked to “work it out” with their tormentor, and children have an additional legal right to protections due to their developmental status.) Bystander intervention, even among adults, only works for some people—extroverts, empaths, and people with higher social status and moral engagement. Many approaches that educators adopt have not been evaluated through research; instead, educators tend to select programs based on what their colleagues use.
We found two research-tested approaches that show the most promise for reducing bullying (along with other forms of aggression and conflict). They are a positive school climate, and social and emotional learning.
Explanation:
