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The Construction of Pain after Columbine, 2004.
Analysis of various literature about pain and how it may apply to the tragic events that unfolded in Columbine, Colorado.
2,423 words (approx. 9.7 pages), 5 sources, MLA, $ 74.95
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Abstract
This paper discusses the different explanations and rationalizations offered in an attempt to understand the horrific events that took place at a high school in Columbine, Colorado. Much of the focus of the paper is devoted to literature concerned with the pain of being unable to articulate or assert the self and how this type of pain is what triggered the Columbine tragedy. The paper continues with a discussion of the gender differences in acting out emotional pain and turmoil and concludes with the admonition that undoing the causes of self-destructive behavior in teens will take a cultural excavation and a reconfiguring of male and female identities.
From the Paper
"One does not need to look very far to find individuals who are similarly conflicted in their inability to articulate themselves and find ways to do that are often bizarre and unrewarding to themselves and society as a whole. The tragedy that occurred four years ago, in 1999, at Columbine high school is an example of such a tragedy. A Website erected on the Internet in honor of the event describes the event as such. ?Two students in black trench coats killed twelve schoolmates and a teacher Tuesday at Columbine High School, most of them in the library. The gunmen, Eric Harris, 18, and Dylan Klebold, 17, then apparently killed themselves. They were called the ?Trenchcoat Mafia?? before the incident occurred."
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Michael Moore?s "Bowling for Columbine", 2006.
A review and analysis of the film "Bowling for Columbine" and its portrayal of gun violence.
900 words (approx. 3.6 pages), 2 sources, MLA, $ 31.95
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Abstract
This paper studies Michael Moore's award winning docudrama "Bowling for Columbine" (2002), which provided an eye-opening look at the social problem of violence in the United States, particularly violence with guns. The film focused on events leading up to the Columbine High School shootings. The paper demonstrates how, from a sociological perspective, Moore effectively showed that both social institutions (e.g., the community, the school) and social relationships (e.g., within the community, between students) played a role in the Columbine tragedy. The paper also lauds Moore for effectively presenting the causes and consequences of this recurring social problem (i.e. gun violence) in an effective manner.
From the Paper
"One portion of the film that I found extremely revealing was when Michael Moore went up to Canada with his film crew for this movie, and interviewed people up there, who seemed less afraid, and said they were less afraid, than Americans he had interviewed for the film earlier. These two sets of interviews illustrated the point, very convincingly, that America has far more general fear bred into its culture, in terms of anxieties people feel just living life, than does Canada. For that reason, Moore implies, many Americans feel they need guns simply to protect themselves against the frightening elements "out there", a feeling that then feeds on itself, with more fear and more gun ownership. In contrast, Canadians who were interviewed for the film do not even lock their front doors, and most do not own guns or feel any need to own guns. Moore convincingly explored, also, how the mythology of the Wild West (e.g., Western movies starring actors like John Wayne and Clint Eastwood) are so much a part of the American identity that Americans actually also identify with guns and gun ownership as if it were needed in order to feel safe."
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The Columbine High School Massacre, 2006.
This paper discusses the cause and reactions to the Columbine High School massacre, April 20, 1999.
2,385 words (approx. 9.5 pages), 4 sources, MLA, $ 73.95
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Abstract
This paper explains that a number of theories regarding the motives of Eric Harris and Dylan Klebold, the killers in the Columbine High School massacre, have been offered since the shootings. The author points out that many people argue that both Klebold and Harris felt isolated from the rest of their classmates; however, this theory seems to have been debunked. The paper relates that, nonetheless, in reaction to Columbine, schools throughout the country enacted programs designed to expose and prevent bullying in the classroom. The author suggests that another theory is the boys' attraction to violent video games and movies. The paper states that the only things society can do to prevent violence is to pay close attention to warning signs, increase security and to be cautious especially, as in this case, if there is abnormal behavior.
Table of Contents:
Setting
Aftermath
Our Stance
From the Paper
"At 11:14am, Eric Harris and Dylan Klebold carried two propane bombs into the school cafeteria concealed in duffle bags. Luckily, these bombs failed to detonate, possibly preventing hundreds of further casualties. Five minutes later, Harris and Klebold began their shooting spree from the top of the stairs leading into the west side of the school. At 11:23am, the first 911 call is made coming from the school. Two minutes after the call, the first police car arrives on scene at the high school. A pipe bomb (much smaller than the malfunctioned propane bombs) explodes in the cafeteria at 11:27am creating smoke and scattering students."
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"Bowling for Columbine", 2005.
A review of the documentary "Bowling for Columbine".
899 words (approx. 3.6 pages), 0 sources, $ 31.95
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Abstract
This paper examines how "Bowling for Columbine" is a piece of filmmaking designed to provoke viewers regardless of their political beliefs and how underlying the film are solid truths about the history of and current state of affairs in the United States. It looks at how it examines in particular three main themes: racism, gun control, and the psychological and sociological impacts of mass media by using the Columbine shooting incident as an anchor.
From the Paper
"No one need watch Bowling for Columbine to discover that race relations in the United States have been poor since the birth of the nation. Wresting millions of Africans from their home countries, treating them worse than cattle, and enslaving them and their families in deplorable conditions for centuries do little to foster good race relations. The abolition of slavery contributed little to the improvement of white-black relations in the United States, since Reconstruction was a dismal failure in this respect and in fact permitted hate groups like the Ku Klux Klan to thrive. The animated sequence in Bowling for Columbine, combined with Moore's treatment of racial profiling, show that Moore is keenly aware of and sensitive to race-related issues. Moore also shows how race relations in the United States contributed indirectly to the Columbine shootings, which occurred in a mainly white, middle-class suburban town. According to Moore, blacks have been convenient scapegoats of violent crimes."
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"Bowling For Columbine": Pot Meets Kettle, 2005.
An examination of Moore's film, "Bowling For Columbine" as a work of propaganda.
1,125 words (approx. 4.5 pages), 6 sources, MLA, $ 39.95
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Abstract
This paper provides an examination of Michael Moore's documentary film, "Bowling For Columbine" as a work of propaganda. It looks at Moore's exposure of the roots of violence, his techniques and how they support his thesis. The paper also looks at Moore's desire to provoke as well as to inform.
From the Paper
"When Michael Moore's film Bowling for Columbine was released it was certainly a controversial film. Closely following the tragic incidents at Columbine High School in Littleton, Colorado Moore's film set out to expose the root of the problems behind such acts of violence. In doing so he learns that the conventional answers of easy availability of guns, violent national history, violent entertainment and even poverty are inadequate to explain this violence when other cultures share those same factors without the equivalent ..."
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Columbine High School Massacre, 2005.
A look at the possible psychological and social causes of the massacre at Columbine High School.
1,471 words (approx. 5.9 pages), 5 sources, APA, $ 48.95
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Abstract
This paper takes a look at the cultural conditions and emotional settings that exist within American society that may cause such atrocities as the one that occurred in 1999 at Columbine High School in Littleton, Colorado.
From the Paper
"No sooner had the gunfire begun around 11:30 a.m. on April 20, 1999, at Columbine High School in Littleton, Colorado, than accounts of it began to emerge, ranging from what happened to why it happened. In no time, culturally saturated "narrative truths" merged with the "historical truths" of the event and came to define it. It soon began to sound similar to other cultural stories in its cast and type of characters, sequence of events, story line, motivational inquiry (why the actors did what they did), the boundaries of the event (who was and was not on stage), and the like. The massacre quickly became woven into often-competing discourses, diagnoses, or interpretations which variously foregrounded parental responsibility, the power of the peer group, bad genes, and vulnerable temperament. Certain cultural categories quickly emerged as part of a recognizable taxonomy: Violence, schools, teens, gangs, adolescence, workplace, safety, and control. The Columbine shooting became part of standardized ways of accounting for the way events like this happen. Psychohistorian David R. Beisel (1999) describes how his university classroom discussions on the day following the Columbine shootings echoed the discussions in the media. The unsaid and the culturally unsayable are the underside of the said and the sayable. It is almost as if the media provide the secondary elaboration rather than the dream work itself -- yet claim to present the dream itself and are believed. Beisel (1999), states that the media not only provides information, but also performs a defensive function."
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The Columbine Massacre, 2005.
A discussion on whether media violence is to blame for the Columbine Massacre.
2,125 words (approx. 8.5 pages), 8 sources, MLA, $ 66.95
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Abstract
This paper examines the main effects of media violence and attempts to determine if it provoked Eric Harris and Dylan Klebold to go on a shooting rampage at their high school. It looks at how such effects as imitation and copying, triggered novel behaviors, disinhibtion and desensitization can all be applied to the background and lifestyle of the murderers.
From the Paper
"Eric Harris has a website that openly expressed his anger towards his town and his high school. Some quotes from his website were, "God, I can't wait until I can kill you people," and " I'll just go to some downtown area in some big city and blow up and shoot everything I can." The two boys were tormented and picked on at school; they even told their classmate that they were going to seek revenge (Morris, 1999, p. 45). Harris and Klebold made a video for a class, where they were hit men who were hired out by people who were picked on to kill the people who picked on them. They used references in this video to the video game Doom, that they played and also referred to the movie, Pulp Fiction (Morris, 1999, p. 26). It is apparent that these young men were not stable; they idolized Nazism and praised Hitler. "
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?Bowling for Columbine?, 2004.
Reviews Michael Moore's documentary film about gun control and violence in America.
1,534 words (approx. 6.1 pages), 2 sources, MLA, $ 50.95
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Abstract
This paper provides a summary and review of the film, "Bowling for Columbine", which explores the problem of guns and casualties resulting from them in American society. The film is made against the backdrop of the Columbine high school shootings, and the paper shows that, through his documentary, Michael Moore searches for answers of why this kind of tragedy happens in America.
From the Paper
"Towards the end of the film, Moore got in touch with two Columbine survivors. Both of them had the bullets purchased from K-Mart still in them, and one has been confined to a wheelchair ever since he was wounded. The two boys accompanied Moore to a K-Mart convention and asked the corporate executives if they would halt all sales of ammunition in their stores. After the first try resulted in little progress, the three of them returned to the convention with the entire inventory of ammunition from a local K-Mart. This time they listened. Since then, gun ammunition is no longer available at any K-Mart store in America."
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The Columbine Disaster, 2008.
An analysis of Gary Kleck's essay, "There Are No Lessons to Be Learned From Littleton."
1,380 words (approx. 5.5 pages), 1 source, MLA, $ 46.95
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Abstract
The paper discusses Kleck's essay "There Are No Lessons to Be Learned From Littleton" and his skepticism of the many solutions proposed after the murders at the Columbine High School. The paper explains Kleck's belief that quick-fixes based on the emotion stirred up by wall-to-wall coverage of a massacre are rarely, if ever, legitimate solutions. The paper discusses how Kleck does not believe in radical solutions to mass killings just because one may have happened. The paper maintains that this is a good essay that encourages one to to think about possible solutions for youth violence.
From the Paper
"The title of Gary Kleck's essay, "There Are No Lessons to Be Learned From Littleton," is at first glance a cynical way to begin an essay. How could there not be lessons learned from a tragic, bloody event in which 13 innocent people, 12 high school students and a favorite teacher, were slaughtered and another 31 others injured? Is Kleck saying that after the shock of the event wore off, and the media packed up and left the Columbine High School site in Littleton, Colorado, nobody paid any attention to the calamity that had occurred?"
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The Columbine Massacre, 2007.
This paper explores who and/or what is to blame when young people commit violent acts.
1,249 words (approx. 5.0 pages), 6 sources, MLA, $ 42.95
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Abstract
The paper discusses the April 20th, 1999 violence, when two young men went on a killing spree at Columbine High School in Littleton, Colorado, killing twelve classmates and a teacher. The paper questions who and/or what is to blame for this out-of-control situation. The paper points to the influence of parents, the American attitude towards firearms, and the bullying that happens throughout schools in America. The paper relates that in this case, parenting is the most important cause, although the American desire to bear arms and the young people who enjoy humiliating and taunting others are also to blame.
From the Paper
"On April 20th, 1999 two young men went on a killing spree at Columbine High School in Littleton, Colorado, killing twelve classmates and a teacher. In response to this horrific act, President Clinton hosted a White House conference on youth violence. When young people commit violent acts, such as the Columbine massacre, there are many elements that can be responsible for their actions. We can be sure that these actions don't depend on just one specific reason, but a collection of events that shape the character of the young men or women who get involved in acts of violence such as the Columbine shootings."
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Columbine High School Massacre, 2001.
Discusses cultural, social and psychological influences on the murderers; theories, aggression; availabilty of guns; media.
2,025 words (approx. 8.1 pages), 12 sources, $ 71.95
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From the Paper
"This paper examines the murders at Columbine High School that resulted in the death of 12 students, one teacher, and the two students who carried out the violent attack. It considers the possible reasons that this event occurred, using a social psychology approach. The tragedy inspired considerable speculation in a variety of sources, blaming everything from violence in the culture to psychopathology. While an exact reason may never be clear, some of the forces that drove Eric Harris and Dylan Klebold to begin shooting are worth examination. Such a massacre may not be preventable, but some of the underlying reasons that it happened can be studied and used as warning signs of future violence.
"On the morning of April 20, 1999, two students at Columbine High School in Littleton, Colorado, walked onto the high school..."
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Media Coverage of the Columbine Shootings in the U.S and Saudi Arabia, 2002.
A comparison of the coverage in the 2 different countries and cultures.
1,800 words (approx. 7.2 pages), 7 sources, $ 63.95
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Abstract
Compares coverage in the 2 different countries & cultures. Examines differing content. Role of press in both countries. Political structure of Saudi Arabia; role of mass media; government regulations. Freedom of Press in U.S.; limits in U.S. (obscenity, libel, clear & present danger principle). Control of media.
From the Paper
"The shootings and death at Columbine High School in Colorado in the spring of 1999 were in many ways a quintessentially American event. Not only did the events -? in which two high school students invaded their own school armed as if they were army commandos and slaughtered fellow students and teachers -? take place on American ground, but the incident spoke to wide-ranging cultural concerns already present in the United States.
This was not the first school shooting in the United States. Others have followed it since, but it received an almost dizzying amount of notice in the media. Perhaps this is because of the scale of the carnage, perhaps merely because it happened to come at the historical moment when Americans were beginning to be ready to deal with the consequences of their living in such a highly armed society. It could also be because it occurred as the..."
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Columbine, 1997.
Examines this North American wildflower. Includes classification, structure, pollination, fruit, leaves and variety.
1,125 words (approx. 4.5 pages), 5 sources, $ 39.95
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From the Paper
"A discussion of the columbine, a North American wildflower, will provide some background information on the plant's flowers, reproductive aspects, cellular appearance, root system, and diversity. The common and scientific names for the plant were first given in reference to the European species of columbine. This is especially true in the use of Aquiligia. It means "eagle," and refers to the spurs of the flowers, which are bent at their tips like the talons of an eagle. A charming description of the flower is in the common name, columbine, which comes from columba, meaning "dove"; the five petals resemble five doves drinking at a dish.
Columbines are in the genus Aquilegia, which is in the buttercup family, Ranunculaceae. The U.S. native wild columbine in the East, A. candenensis, can be recognized by its red and ..."
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Resistance and Pain, 2003.
An analysis of the notion of resistance in light of the way chronic pain sufferers use narrative and objectification to resist pain and how chronic pain in turns resists political economic pressures.
2,745 words (approx. 11.0 pages), 15 sources, MLA, $ 82.95
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Abstract
This paper uses Foucault?s work on biopower and governmentality to analyse chronic pain as a resistance to power/knowledge formations that express themselves in terms of control over the body. It attempts to analyse chronic pain by using three different notions of resistance. It looks at how chronic pain causes a contraction of the social world especially in situations of biomedical practice when the moral decision ?it?s all in your head? can often be made by doctors. It examines how this process resists speech (and thus resocialisation) by analysing the dialectical tension this resistance has with the stress, rage and the impulse that drives us to unsettle or confound the fixed order of things. It then explores the resistance that people have to the pain that they feel followed by rage for order.
From the Paper
"Chronic pain confounds many of the concepts and methods used for its analysis, in part because of the privileging of certain spheres of analysis. This is noticeable in a set of assumptions that are part of both biomedical and western philosophical theory. This set of assumptions assumes a divide between mind and body; it assumes that diseases are universal biological or pyschophysiological entities resulting from somatic lesions and dysfunctions. These can produce signs of symptoms, and one must decode the cultural elements of patients systems in terms of their underlying somatic referents. If the symptoms do not fit this mould, then one is denied illness in the biomedical model."
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Dental Pain, Neuroanatomy and Control, 2005.
A discussion regarding dental pain and the possible applications of pain relief.
2,250 words (approx. 9.0 pages), 13 sources, $ 89.95
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Abstract
This paper discusses pain mechanisms pertaining to dental pain. It focuses on the most recent and relevant advances in pain research, specifically the neuroanatomical, neurochemical and genetic aspects of pain modulation mechanisms. The N-methyl-D-aspartate receptor is used to illustrate the model's plasticity and the ways in which pain modulation works. This paper also discusses other mechanisms relevant to dental pain.
From the Paper
"With the present volume of research that has accrued, pain control may have to veer away from the "killing two birds with one stone" approach that is still in use today. The mere number of modulating mechanisms at work at the genetic, intracellular and neuroanatomical level suggests a shift towards more individualized and effective pain treatment using these mechanisms is in order. Pain control generally attempts to inhibit the propagation of nerve impulses. The mechanisms are numerous, from directly or indirectly inhibiting the firing of neurons propagating pain impulses, stopping the inflammatory cascade at discrete steps in the process to disabling neurons from firing altogether. These include anesthetics, as well as analgesics such as the opioids, non-opioids, some antidepressants, anxiolytics, anticonvulsants, muscle relaxants among others (Dewar 343). The targets receptors of the opioid analgesics mainly lie along the periaqueductal grey and substantia gelatinosa."
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