Institutionalized Stereotypes In The Simpsons - Free Essay Example

Sample details Pages: 7 Words: 2238 Downloads: 4 Date added: 2019/04/12 Category Society Essay Level High school Tags: Stereotypes Essay Did you like this example? The animated sitcom The Simpsons centers on a highly-dysfunctional, middle-class family living in the fictional town of Springfield. Since its premiere in 1989, The Simpsons has faced backlash for using racism, misogyny, cultural appropriation, and hyper-stereotypes to achieve its comedic goals. I am interested in seeing how this unconventional sitcom affects viewers perception of underrepresented individuals â€Å" namely, female characters. Don’t waste time! Our writers will create an original "Institutionalized Stereotypes In The Simpsons" essay for you Create order My research question is: Does The Simpsons challenge or perpetuate institutionalized female stereotypes? I have focused my research on Marge Simpson, the matriarch of the family, in order to develop an analysis on the representation of her character on the show. I have a hypothesis that the shows creators deliberately exaggerate her role as the housewife in order to invalidate prevalent female stereotypes and stigmas. My analysis of previous academic research conducted on this topic will be organized into four key ideas: the function of stereotypes on television, the stereotypes presented on The Simpsons, the way Marges character is complexified over time, and the intentions of the shows creators. Through researching previous analyses on the subject of stereotypes on The Simpsons, I have identified six relevant contributors. All six scholars highlight prevalent stereotypes enabled on The Simpsons and each attributes unique reasoning to this comedic convention. All six researchers utilize a Hermeneutic approach as they focus on particular parts of The Simpsons to develop a close reading of specific scenes and episodes; however, the nuances of their research differs. Daniela Virdis (2010) uses linguistic theoretical frameworks, conversation analysis, and stylistics to assess Marges representation as it fits into the traditional discourse of family dynamics, while John Alberti (2003) approaches The Simpsons with theoretical lenses, such as cultural studies, gender studies, and queer theory to evaluate the self-reflexive and hyperconscious nature of The Simpsons that exposes oppositional culture on the show. On the other hand, Edward Fink (2013) refers to psychoanalytic theory â⠂¬Å" specifically relief theory â€Å" to explain the importance of comedy in facilitating audiences laughter to function as a kind of catharsis of hidden feelings. Similarly, Paul Cantor unpacks popular elements of comedic writing to illustrate how The Simpsons is a self-aware, postmodern show that simultaneously focuses on the traditional representation of American family while presenting a paradox with its untraditional characteristics. Matthew Henry (2007) and Ruth Teer-Tomaselli (1994) both utilize feminist theory in their analysis of the female experience on The Simpsons as they deconstruct Marges fantasies of independence and freedom in the context of her role in the domestic realm. Despite the 20-year-range of these sources and the varying nuances of their research, all six analyses come to a similar conclusion involving an intentional exaggeration on the part of The Simpsons creators in constructing the shows characters. To begin a cohesive look at these six pieces of research, we must start with each researchers perspective on the function of stereotypes on television. Since the invention of television, programming has faced limited availability of space for content. This time constraint necessitates that narratives establish characters identities as quickly as possible; to fulfill this requirement, creators often use stereotypes in constructing their cast of characters (Cantor, 1999). A stereotype is an oversimplified image or idea intended to present viewers with easily recognizable kinds of characters; stereotypes can pertain to age, sex, job, culture, race, and position in the family. These stereotypes perpetuate preconceived notions about specific groups of people (Alberti, 2003). Comic writers often rely on stereotyping in the construction of quick gags when they lack the time or space in the narrative to create nuance through subtle characterization (Fink, 2013). Humor depends on identity, and while humor is based on real people, it often depends on stereotypes â€Å" reduced representations of characters that are generally conceptualized by a dominant cultural viewpoint (Teer-Tomaselli, 1994). In the television industry, stereotypes become a shorthand for presenting character traits as a source of humor (Cantor, 1999). In terms of female stereotypes, sitcoms rarely challenge gender-related traditions through the characters and situations presented. Since i ts inception, The Simpsons has engaged with the very political topic of family values, and therefore has provided countless examples of institutionalized stereotypes (Henry, 2007). The Simpsons has had multiple media identities (Fink, 2013). While the show has featured bitter political and social satire â€Å" which can prove fatal to mass public acceptance â€Å" The Simpsons has fully entered the mainstream (Virdis, 2010). The Simpsons is notably one of the only series to maintain its mass media appeal despite its countercultural and edgy nature (Alberti, 2003). The Simpsons writers utilize elements of comic theory and structure in the show, which explains why the series appeals to such large audiences (Fink, 2013). Despite the shows creative success, The Simpsons features common stereotypes on an episodic basis; Apu Nahasapeemapetilon represents the clich of a shy, socially-isolated immigrant, and John Waters episodes present homophobic language and careless bigotry. The most featured stereotype on the series is, of course, Marge (Alberti, 2003). The Simpsons frames Marges character as the quintessential wife, mother, and homemaker who is typified by a desire to maintain order (Virdis, 2010). Marge lives in a limina l space where she exists between social categories, behaviors, and spaces; therefore she embodies the ambivalence of female identity and its relation to the public and private spheres (Henry, 2007). Marges responsibility to care for her family is explicitly prioritized by the fact that her role as housewife appears to be her only pastime (Virdis, 2010). Although The Simpsons does not provide a full history of Marge, we do see enough glimpses of her past to see that she was raised with a proscriptive domestic ideology (Henry, 2007). Marge pacifies her husband and children as she brings understanding and order to the Simpson clan (Fink, 2013). While some researchers state that The Simpsons stereotypes demonstrate counterculture trends (Alberti, 2003), other scholars maintain that The Simpsons actually offers one of the most important images of the contemporary American family (Cantor, 1999). Although Marge is occasionally afforded the opportunity to exit her place in the home, these episodes routinely end with her being pulled out of her dangerous feminist fantasies of independence and freedom to be summoned back to take care of her family (Henry, 2007). The Simpsons continuously restores this proper order of the domestic realm in which Marge functions. Marges idealism about her role in the public sphere is ultimately tempered by a number of experiences that bring her back into the home setting (Fink, 2013). Marge is given a gendered identity based on cliched assumptions about womens roles and priorities (Virdis, 2010). While her character seems to perpetuate the status quo, it is possible that The Simpsons characterizatio n of Marge aims to call viewers attention to outdated gender roles. Over the many seasons of The Simpsons, Marge is given both a backstory and human flaws (Virdis, 2010). She begins the series as a simplified caricature that is then complexified over time. Her character grows into its own individual; she is uniquely Marge Simpson, rather than any old housewife (Cantor, 1999). Through this complexification, the tensions of contemporary femininity are presented on the show. The consequences that result from being in a perpetually liminal state are demonstrated in various episodes that illustrate Marge both inside and outside the home (Henry, 2007). By positioning Marge in this liminal space, The Simpsons makes her emblematic of the cultural contradictions of the female experience (Cantor, 1999). The Simpsons appears to be self-aware in its complexifying Marge over time. By crafting Marge into a multidimensional character, the series presents more complex characterization and therefore increases the opportunity for identification for female viewers (Fink, 2013). Critics of The Simpsons contend that the shows popularity is a testament to the decline of American family values; however, many scholars explain that these critics need to take a closer look at the series in order to understand its place in the context of television history (Cantor, 1999). Despite its slapstick nature and mocking of particular aspects of family life, The Simpsons has an affirmative side that celebrates the nuclear family (Alberti, 2003). In creating the show, Matt Groening used dramatic devices that combine elements of the bizarre and the predictable. The mix of realism and cartoon works well on television where humor is often visually-driven (Teer-Tomaselli, 1994). The Simpsons deliberately goes aga inst the conventions of realism in order to heighten the sense of realism in others; the show is portrayed as both unreal and universal, as an archetype of suburban life (Henry, 2007). The Simpsons effectively combines parody with mass media appeal to critique postmodern society (Alberti, 2003). Defining Marge by her domestic role, the series brings light to the societal expectations that determine what is normalized in television (Fink, 2013). The hyperbolized housebound wife represents a generation of women who were defined by their position in the home. Popular culture is a site of constant conflict â€Å" a place to create meaning for subordinated groups rather than the hegemonic groups producing the content (Teer-Tomaselli, 1994). The Simpsons representations of female identity are nuanced with a feminist sensibility (Alberti, 2003). The series offers an intellectual defense of an ordinary family against the elites, which explains the shows popularity and broad appeal to American viewers (Cantor, 1999). Even today, progressive representations of families in American television are rare (Henry, 2007). The Simpsons merits attention for its ability to complexify Marge and provide her with a sense of independence rarely found in female characters (Virdis, 2010). Although The Simpsons does not constitute a feminist text, it does demonstrate the way feminine culture can assert its values within and against patriarchal structures (Henry, 2007). The Simpsons offers a female identity that is a complex combination of strength and weakness (Cantor, 1999). The series is both a protest against and an acquiescence to male dominance (Henry, 2007). While The Simpsons creators might have positive intentions in their presenting institutionalized stereotypes, that does not necessarily lead audiences to interpret the narrative the way those creators intended. Given the substantial academic analyses of The Simpsons conducted over the last 20 years, I will continue this research with an in-depth study of textual evidence on The Simpsons. Like the six scholars cited above, I will also use a Hermeneutic approach to explore the details of particular episodes to find concrete examples of Marges character and how that representation challenges or perpetuates institutionalized stereotypes of the American housewife. To differentiate my research from previous analyses, I will draw on Stuart Halls Encoding/ Decoding model of communication to further identify creators intentions with the construction of Marge Simpson and to discover how viewers interpret her character. The differing responses from audiences illustrate how the series is polysem ic â€Å" not fixed in meaning â€Å" and can be interpreted in different ways. Cultural theorist Stuart Hall discusses this type of equivocality in the Encoding/Decoding model which provides a theoretical approach to analyzing how a particular text is encoded at the production level and then decoded by viewers (Hall). As Hall highlights in his communication model, it is the media markers â€Å" the producers, writers, and directors â€Å" who construct the message of a media text, often deliberately implanting a preferred meaning intended to be meaningfully decoded in a particular way (Hall). In my research, I will find out if this preferred meaning is the dominant reading of The Simpsons or if an oppositional decoding is more common. I hypothesize that The Simpsons media makers have constructive intentions with their exaggerated stereotypes, but I am interested to find out if audiences find the stereotypes distasteful and offensive or inflated and humorous. I will also refer to Reception Analysis in constructing my research method. Rather than using a standard questionnaire format in my research, I will use more small-scale, qualitative methods such as focus groups and in-depth individual interviews to deconstruct the interpretations made by viewers. Therefore, I will not create a complete set of categories such as the uses and gratifications list, because the reception and the production of meaning cannot be separated from the particular contexts in which they occur to be understood meaningfully. I believe that further research into The Simpsons creators intentions and a deep dive analysis of viewers interpretations will allow me to conclude whether Marge Simpsons character challenges or perpetuates institutionalized stereotypes. Bibliography Alberti, J. (2003). Leaving Springfield: The Simpsons and the Possibility of Oppositional Culture. Detroit: Wayne State University Press. Cantor, P. (1999). The Simpsons: Atomistic Politics and the Nuclear Family. Political Theory, 27(6), 734-749. Retrieved from https://www.jstor.org/stable/192244 Fink, E. (2013). Writing The Simpsons: A Case Study of Comic Theory. Journal of Film and Video, 65(1-2), 43-55. doi:10.5406/jfilmvideo.65.1-2.0043 Hall, S. (1980). Encoding/decoding. Culture, media, language: Working Papers in Cultural Studies, 128-138. Henry, M. (2007), ?Dont ask me, Im just a girl: Feminism, Female Identity, and The Simpsons, The Journal of Popular Culture, 40 (2), 272-303. Teer-Tomaselli, R. (1994). The Simpsons. Agenda: Empowering Women for Gender Equity, (22), 52-56. doi:10.2307/4065736 Virdis, D. F. (2010). Marges Private Conflict in The Simpsons: A Linguistic Analysis. Caliban, 27. 2010, 295-304 Brunsdon, C., J. DAcci, L. Spiegel (1997). Feminist Television Criticism: A Reader, Oxford: Clarendon Press. Gray, J. (2006). Watching with The Simpsons: Television, Parody, and Intertextuality, London and New York: Routledge. Rhodes, C. (2001). Doh the simpsons, popular culture, and the organizational carnival. Journal of Management Inquiry, 10 (4), 374-383. Turner, C. (2004). Planet Simpson: How a Cartoon Masterpiece Documented an Era and Defined a Generation. Cambridge, MA: Da Capo Press. Waltonen, K., Du Vernay, D. (2010). The Simpsons in the Classroom: Embiggening the Learning Experience with the Wisdom of Springfield. Jefferson, NC: McFarland Company. Maas, ?‘., L. Arcuri, Language and Stereotyping, Stereotypes and Stereotyping, C. N. Macrae, C. Stangor, M. Hewstone eds., London and New York: The Guilford Press, 1996, 193-226. Macrae, C. N., C. Stangor, M. Hewstone eds., Stereotypes and Stereotyping,London and New York: The Guilford Press, 1996

Attention Deficit Hyperactivity Disorder ( Adhd ) - 960 Words

Abstract This paper will focus on what is commonly known as Attention-deficit hyperactivity disorder (ADHD). ADHD is a complex disorder that can affect people of any age, gender or ethnicity. This disorder impacts so many people that new studies are being done quite frequently. Because of this, it can be very difficult for mental health professionals to remain current with the most recent findings and know how best to respond to patient’s questions and apprehensions regarding the disorder and subsequent interventions. This paper will attempt to summarize significant findings from recent research regarding ADHD and its treatment. What is ADHD? The current definition of attention-deficit/hyperactivity disorder (ADHD) has been recently†¦show more content†¦2014). This large number may be because; more is being understood about ADHD than ever before. It is also because adults can now be diagnosed with ADHD as opposed to the prior belief that only children were at risk. It is becom ing easier to diagnose ADHD because of high public awareness of the disorder. More than ever before, parents and teachers are bringing young children to mental health professionals practically pre-diagnosed with ADHD. Because of this, it is extremely important for mental health professionals to take great care when diagnosing or prescribing medication to patients. Today, there is a growing number of concerns being generated by the public as well as some in the medical community regarding the validity of mental health professionals diagnosis of young children with ADHD. (Paris et al. 2015). There is also growing sentiment that many of the symptoms of ADHD are just normal adolescent behavior, thus many small children are being put on pharmaceuticals unnecessarily. There is also growing concern that the pharmaceutical treatment of ADHD creates other more serious complications for the patent than was previously suffered by living with ADHD in the first place. Causes of ADHD ADHD is one of the most studied psychiatric disorders. Even with all the attention given to ADHD, the exact cause of this disorder is still unknown. Because diving into what mental health professionals are studying as the cause

Process Essay Free Essays

Jeana Hughes English 101 Process Essay Draft February 19, 2013 No Bake Cookies Peanutbutter Chocolate No Bake Cookies recipe is one of the most easiest recipe I have ever made. My reason for saying this is because there is no baking involved. The steps for making is really quite easy. We will write a custom essay sample on Process Essay or any similar topic only for you Order Now I am going to first start out with a list of ingredients and supplies I use. ? Cup Milk 2 sticks butter 2 Cups sugar ? Cup cocoa ? tsp vanilla 3 Cups quick oats ? Cup peanutbutter 8 Qt pan, 2 sheets waxpaper, and two spoons I start out going ahead and laying out waxpaper so that it is ready when the cookie dough is done. I then get my pan on the stove. I add the milk, sticks of butter, sugar and cocoa. Once I have added all the ingredients I turn the stove on high. I stir constantly until mixture comes to a boil. I then let it boil without stirring for 1 minute. Then I remove from heat. Thus will bring me to my second step. I will then add the vanilla, quick oats, and peanutbutter, stirring mixture well. I consider this my third step. I bring my pan with the cookie dough over to where I have my wax paper layed out. I then use two teaspoons one for scooping and one for scraping off. I start getting teaspoonfuls of cookie dough and dropping it on wax paper. I continue doing this till all cookie dough is used. My final step is waiting. Usually if I have boiled the ingredients long enough the cookies will be ready in 30 minutes to an hour. I can tell this by pulling one of the cookies off the wax paper and it does not stick. I find this recipe to be very quick and easy. I hope if you attempt this recipe you will feel the same way. How to cite Process Essay, Essays Process Essay Free Essays Kyoobyung Park October 10, 2012 EN101-06 Process Essay How do volcanoes erupt? Volcanoes are created whenever there is an excessive pressure inside the crust of the earth and the pressure of magma extends very high that it finds the way up, initiating an eruption. â€Å"Sometimes the magma chamber breaks its sides and only reaches to the flank or summit of volcano and sometimes reaches the surface causing an eruption. † That is why a volcano erupts when pressure on the magma chamber causes the magma to rise and come out together with gas, rocks and ashes. We will write a custom essay sample on Process Essay or any similar topic only for you Order Now Violence of an eruption depends on how much pressure the volcano is under before it erupts. (How do volcano erupt) â€Å"In a volcanic eruption, hot lava spews out from beneath the Earth’s crust up to the Earth’s surface. † The hot lava spewed out is actually magma, hot melted rock. (Why do volcanoes erupt) â€Å"Sometimes the magma chamber breaks its sides and only reaches to the flank or summit of volcano and sometimes reaches to the surface causing an eruption. In the volcanoes which are not much active supply the magma from the deeper parts of the earth is not sufficient to cause eruption so most of the times crystals forms and they go down at the bottom releasing gas in the form of bubbles which come to the top of chamber and sometimes the pressure created by these gas bubbles are enough to erupt a volcano or just wait there for a little more push which they get from the next new magma formed within the earth. † The heat just embarks the magma for an eruption, which existed there ever since. How do volcanoes erupt) â€Å"Magma is the melted rocks deep in the earth crust. † The rocks melt because of the intense fervor within and create a thick liquid called magma, and when the magma is spewed out to the surface, it is called as affective and flows into the air in the states of ashes etc. â€Å"If the volcanic eruption is explosive then the matter forms a cloud of hot tephron. † Anything that is in front of the incoming lava is occasionally terminated. Ashes, which are released in the sky, fell on the earth in the states of powdery snow, which doesn’t melts. A huge mass of snow can cause harm to the vegetation, living organism and human beings. The intensity of explosion depends upon the thickness of magma. † The gases cannot escape easily; hence, they are gathered inside until they get enough heat energy for the explosion. (How do volcano erupt) Works Cited: How do volcanoes erupt, http://www. letusfindout. com/how-do-volcano-erupt/ , Letusfindout. com. Why do volcanoes erupt, http://kids. discovery. com/tell-me/curiosity-corner/earth/natural-disasters/why-do-volcanoes-erupt, Discovery Kids. How to cite Process Essay, Essays

Study On Children With Abdominal Pain And Its Relationship To Mental I Essay Example For Students

Study On Children With Abdominal Pain And Its Relationship To Mental I Essay llnessBibliography: Hotopf, Matthew, ?Why Do Children Have Chronic Abdominal Pain, and What Happens to Them When They Grow Up British Medical Journal, April 1998Topic: ?Why Do Children Have Chronic Abdominal Pain, and What Happens to Them When They Grow UpPurpose: The purpose of this study was to evaluate the hypothesis that children who have persistent abdominal pain come from families with high rates of psychiatric disorder, neuroticism and physical illness. The study also analyzed whether these children will suffer from the previously mentioned illnesses in adulthood. Subjects: The study the based on a sample stratified for social class of all singe legitimate births (3637) that occurred in England, Wales, and Scotland in one week of March in 1946. All children born to non-manual workers and agricultural workers were surveyed, while those born to other laborers were sampled in a ratio of 1:4. Controls were defined as survey members who participated in the same waves of data collection during early childhood, but whom either no abdominal pain was reported or it occurred only once or twice. Methods:Information was based on hospital admissions of children who suffered from abdominal pain. Persistent abdominal pain was described as abdominal pain that was reported suggesting that the pain was chronic. Hospital records for these children were carefully reviewed by a pediatrician, and those with a defined organic cause of pain that was judged to have been present throughout childhood were excluded from the sample. Parental illness was accessed when the survey members were aged 15. The mother was asked if she or her husband had suffered from illnesses such as asthma, cough, rheumatism in joints, anemia, heart trouble, kidney trouble, and other health complaints. School attendance records of the children were assessed twice during childhood. Teachers were asked to rate whether the childs attendance was below average, or above average. This was done when the child was 13 years of age and again at 15 years of age. The Printer personality inventory was used when the child was 13 years of age to determine the childs personality and behavior in terms of neuroticism and extroversion. Again, the childs teacher was asked to evaluate the child. This time the teacher rated the child in terms of: lying, disobedience, being a disciplinary problem, restlessness, quality of work, and energy level. The standards used to measure these behaviors were below average, average, or above average. Fathers, at 36 years of age, were measured according to their occupation, sex, and social class in 1961 in terms of psychiatric disorder and physical symptoms. A semi-structured psychiatric interview generating levels of severity of psychiatric disorder and self-reported physical symptoms were conducted. Subjects who suffered from inflammatory bowel disease during adulthood were identified. Death records were analyzed to determine if persistent abdominal pain in childhood was related to increased mortality. Results:There were three main findings of the study. Firstly, children whose parents suffered from ill health were more likely to suffer from persistent abdominal pain. Secondly, although persistent abdominal pain in childhood did no predict abdominal pain in adulthood, abdominal pain was modestly associated with other common physical symptoms in adulthood. The study also found persistent abdominal pain in childhood was in indicator of psychiatric disorders in adulthood. At age 7, a fifth of the subjects had suffered abdominal pain; at 11 years it was 19%, and at 15 years it was 17%. Seventy-six of the 3637 children studied had recurrent abdominal pain. Of these, three had pain caused by chronic disease and 73 had persistent pain of unexplained origin. As it relates to the sexes, the children who participated in the study did not exhibit any difference in persistent abdominal pain (odds ratio to girls 0.97; 95%, 0.56 to 1.68). Children whose fathers had manual occupations were more likely to suffer from pain (1.75; to 1.02 to 3.03). The study revealed a connection between pain and parental health complaints, parental ratings of health, maternal nerves, maternal neuroticism, and families who were prone to colds. .ucfadb7efaf3dda6c5c2bc6dda5964ce9 , .ucfadb7efaf3dda6c5c2bc6dda5964ce9 .postImageUrl , .ucfadb7efaf3dda6c5c2bc6dda5964ce9 .centered-text-area { min-height: 80px; position: relative; } .ucfadb7efaf3dda6c5c2bc6dda5964ce9 , .ucfadb7efaf3dda6c5c2bc6dda5964ce9:hover , .ucfadb7efaf3dda6c5c2bc6dda5964ce9:visited , .ucfadb7efaf3dda6c5c2bc6dda5964ce9:active { border:0!important; } .ucfadb7efaf3dda6c5c2bc6dda5964ce9 .clearfix:after { content: ""; display: table; clear: both; } .ucfadb7efaf3dda6c5c2bc6dda5964ce9 { 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; } .ucfadb7efaf3dda6c5c2bc6dda5964ce9:active , .ucfadb7efaf3dda6c5c2bc6dda5964ce9:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ucfadb7efaf3dda6c5c2bc6dda5964ce9 .centered-text-area { width: 100%; position: relative ; } .ucfadb7efaf3dda6c5c2bc6dda5964ce9 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ucfadb7efaf3dda6c5c2bc6dda5964ce9 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ucfadb7efaf3dda6c5c2bc6dda5964ce9 .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; } .ucfadb7efaf3dda6c5c2bc6dda5964ce9:hover .ctaButton { background-color: #34495E!important; } .ucfadb7efaf3dda6c5c2bc6dda5964ce9 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ucfadb7efaf3dda6c5c2bc6dda5964ce9 .ucfadb7efaf3dda6c5c2bc6dda5964ce9-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ucfadb7efaf3dda6c5c2bc6dda5964ce9:after { content: ""; display: block; clear: both; } READ: The go getter EssayThe survey conducted by teachers showed no relationship between persistent abdominal pain and children who were disobedient, liars, or those with disciplinary problems. Daydreaming in class and having low energy was found to be related to persistent abdominal pain, and children who were more frequently absent from school suffered from abdominal pain during their early years (6-10), but there was no significant increase of school absence when the child was 13 years of age. Psychology Essays