The Beginning of the Civil Rights Movement

The Beginning of the Civil Rights Movement Michelle Brown The Beginning of the Civil Rights Movement The Civil Rights Movement of the 1950s and 1960s were a profound turning point in American History. African American’s had been fighting for equality for many years but in the early 1950s the fight started to heighten, from Rosa Parks, to Martin Luther King Jr. , to Malcolm X, the fight would take on many different forms over the span of two decades, and was looked at from many different points of view. The Beginning of the Civil Rights Movement For most historians the beginning of the Civil Rights Movement started on December 1, 1955 when Rosa Parks refused to give her seat to a white person on a bus in Montgomery, Alabama. This is when the rise of the Civil Rights Movement began; however, there were several previous incidents which helped to lead up to the movement. In 1951, the â€Å"Martinsville Seven† were all African American men tried by an all white jury in the rape of a white woman from Virginia. All seven were found guilty, and for the first time in Virginia history, were sentenced to the death penalty for rape. Webspinner, 2004-2009). In this same year the African American students at Moton High decided to strike against the unequal educational treatment. Their case was later added to the Brown v Board of Education suit in 1954. (Webspinner, 2004-2009). In June 1953, a bus boycott was held in Baton Rouge, LA. After the bus drivers refused to enforce Ordinance 222, an ordinance which changed segregated seati ng on buses so that African American’s would fill the bus from the back forward and whites would fill it from the front back on a first come first serve basis, the Ordinance was overturned. Led by Reverend Jemison and other African American businessmen, the African American community decided to boycott the bus system. Later in the month Ordinance 251 was put in place, allowing a section of the bus to be black only and a section to be white only, the rest of the bus would be first come first serve. (Webspinner, 2004-2009). In May 1954, Chief Justice Earl Warren delivered the following verdict on Brown v Board of Education. We come then to the question presented: Does segregation of children in public schools solely on the basis of race, even though the physical facilities and other ‘tangible’ factor may be equal, deprive the children of the minority group of equal educational opportunities? We believe that it does†¦We conclude that in the field of public education the doctrine of ‘separate but equal’ has no place. Separate educational facilities are inherently unequal. Therefore, we hold that protection of the laws guaranteed by the Fourtee nth Amendment. † (Webspinner, 2004-2009). Even though the actual desegregation of schools did not take place in 1954, this ruling was a major step in the Civil Rights Movement which took place prior to Rosa Parks. Nonviolent Protest Movement Martin Luther King Jr. went far in his belief and commitment to nonviolent resistance. King believed, and taught, six important points about nonviolent resistance. The first was nonviolent resistance is not cowardly, â€Å"According to King, a nonviolent protester was as passionate as a violent protester, Despite not being physically aggressive, ‘his mind and emotions are always active, constantly seeking to persuade the opponent that he is mistaken. † (McElrath, 2009). His second point was that nonviolent resistance would awaken moral shame in a protestor’s opponent, which would then lead the opponent to understanding and friendship. Kings third point was nonviolent resistance was a battle against evil not a battle against individuals. His fourth point stated that su ffering was required in nonviolent resistance, â€Å"Accordingly, the end was more important than safety, and retaliatory violence would distract from the main fight. † (McElrath, 2009). King’s fifth point was, the nonviolent resister was on the side of Justice. His final point was the power of love rests with nonviolent resisters, this is the love of understanding not of affection, â€Å"Bitterness and hate were absent from the resister mind, and replaced with love. † (McElrath, 2009). King continued to preach nonviolent resistance through all the boycotts, sit-ins, protest marches, and speeches. After being arrested in the Montgomery, Alabama bus boycott of 1963, he wrote letters from the Birmingham jail about nonviolent resistance. Later in 1963 he led a massive march on Washington DC, this is where he delivered his I Have A Drams speech. In 1964 he was awarded the Nobel Peace Prize for his efforts. Up until his assassination in April 1968, â€Å"he never wavered in his insistence that nonviolence must remain the central tactic of the civil-rights movement, nor in his faith that everyone in America would some day attain equal justice. † (Chew, 1995-2008). Malcolm X Malcolm X, whom at one time was a minister for the Nation of Islam, had a more militant style to attain rights for African Americans. After the Washington DC march he did not understand why African Americans had been so excited about a demonstration, â€Å"run by whites in front of a statue of a president who has been dead for a hundred years and who didn’t like us when he was alive. (Adams, 2009). Malcolm, to the protestors, represented a militant revolutionary who would stand up and fight to win equality, while also being a person who wanted to bring on positive social services and was an exceptional role model. In fact, it was the customs of Malcolm X which were severely rooted in the academic founda tions of the Black Panther Party. Malcolm X was murdered in 1965, but his beliefs lived on for long after. Conclusion While King and Malcolm X never shared the same platform, and had two very different beliefs in how to end segregation and racisms, they were both key players in the Civil Rights Movement. Martin Luther King Jr. preached nonviolent resistance, and Malcolm X had a militant style to his beliefs. After Malcolm X was murdered, King wrote the following to his widow, â€Å"while we did not always see eye to eye on methods to solve the race problem, I always had a deep affection for Malcolm and felt that he had a great ability to put his finger on the existence of the root of the problem. † (Adams, 2009). References: Adams, R. (2009) Martin and Malcolm, Two 20th Century Giants. Retrieved on September 27, 2009, from http://www. black-collegian. com/african/mlk/giants2000-2nd. html Chew, R. (1995-2008) Martin Luther King, Jr. Civil-Rights Leader, 1929 – 1968. Retrieved on September 27, 2009, from http://www. lucidcafe. com/library/96jan/king. html McElrath, J. (2009) Martin Luther King’s Philosophy on Nonviolent Resistance, The Power of Love. Retrieved on September 27, 2009, from http://afroamhistory. about. com/od/martinlutherking/a/mlks_philosophy_2. htm Webspinner. (2004-2009) We’ll Never Turn Back History & Timeline of the Southern Freedom Movement. Retrieved on September 27, 2009 from http://www. crmvet. org/tim/timhome. htm

History of Physical Education

Brief History of Physical Education A brief history of physical education in the United States would kick off in the nineteenth century. There was growing popularity of formal physical education programs all across Europe where calisthenics and gymnastics were all the rage. American schools looked to follow the European model by incorporating physical education into the curriculum for primary and secondary schools. And a brief history of physical education would not be complete with a consideration of institutes of higher education that gradually built up extremely successful sports programs.How it began The brief history of physical education would start in just about 1820 when schools focused on gymnastics, hygiene training and care and development of the human body. By the year 1950, over 400 institutes had introduced majors in physical education. The Young Men's Christian Association launched its very first chapter in 1851 and focused on physical activities. Colleges were encoura ged to focus on intramural sports particularly track, field and football.But physical education became a formal requirement following the civil war when many states opted to pass laws that required schools to incorporate a substantial physical education component into their curriculums. But it was not till 1970 that an amendment was made to the Federal Education Act that allowed women from high school and college to compete in athletic competitions. Sex-based discrimination was completely outlawed from government funded programs at this point. THE HISTORY OF PHYSICAL EDUCATION AND ADAPTED PHYSICAL ACTIVITY IN GREECEIn Greece the latest years special education has followed the same progression as in any other country in Europe but in a very slow pace. Specifically, Special Education services were available to Greek children since the beginning of the 20th century, adapted Physical Education was introduced the last two decades. After the first half of the century various associations developed intense activity with the aim to protect specific groups of people with special needs such as, the blind, the deaf and motionaly disabled.The initiative had clearly charitable characteristics with pity as the main feeling. The state welfare was non-existent every kind of care and prevention was accorded to the authorization of the charitable organization that with full power decided during the course of the years about the life and the future of thousands of people with special needs. The offers of the individuals had the form of institutional care (enclosed protection) with the offer of basic knowledge.The interest of private initiative led to the introduction of various institutional units and schools; firstly in the area of Attica and then in other cities of Greece. Some of the first institutions, which were created, was the â€Å"house of the blind† in 1906, the â€Å"house of the deaf and dump† in 1923, and the â€Å"Hellenic organization for the protec tion and rehabilitation of disabled children†. In 1937 much late there were more branches created such as the â€Å"national institution for the protection of the deaf and dump† in 1937, the â€Å"lighthouse of the blind† in 1946, the â€Å" school of the blind in North Greece† in 1948 etc.These institutions housed a great number of children but the role of the individuals was not only always a charitable one. However, the private sector helped in its way the state preparation so as to take up later the responsibility and interfere institutionally. The first state interferences began in 50’s and concerned mainly legislation arrangements for the blind and after for the motionaly disabled. The state however was interested in the group of the mentally retarded children and later in the motionaly disabled, which the private agents had completely ignored.The first school, which was founded by the state for the mentally retarded children, was the â€Å" original special school of Athens† in 1937. Many people considerthe state interference in the space of special education during the 30’s non-occasional. The considerable evolutions of pedagogical and psychology sciences, the establishment of obligatory attendance for all the children and the great number of mentally retarded children comparatively with other groups of â€Å" inferior individuals† was a reality which the Greek state could not ignore.From the mid of 50’s the 70’s the developments in special education came again from the wide activity of the private sector while the state followed with mainly legislation inferences and the well known sympathy towards the people with special needs. So, during this period educational units were founded and â€Å"deaf and dumb† schools in various areas of Greece and units for motionaly-disabled people. Another offer of the private sector was the foundation of children’s neuropsychiatry clini cs and schools for the group of â€Å"marginal adults† and â€Å" mentally retarded children†.The exemplification of the Greek state and the educational policy of the western countries begins in the mid of the 70’s approximately. Specifically towards the end of the 70’s measures were promoted for the professional rehabilitation of the disabled by giving motives to employers for the employment of these people. Since 1980 and then special classes for the children with, learning difficulties and slight mental retardment began to be estamplished.The Greek state in the 80’s seems to desire to participate actively with the other social factors in an attempt of reorganization of the philosophy and pre-existent structure concerning the people with special needs, which imposed their life and social back round. Precisely, emphasis was given in the whole development and the development of the potential of the people with special needs, their introduction in t he productive procedure and their mutual acceptance in the social group.Today, thousands of individuals with disabilities are introduced to sports in various settings such as schools or in sports clubs in both segregated and integrated settings by a variety of national and international organizations. The momentum for such change is contributed to several reasons: †¢ One of the most important reason is the introduction and approval of a new law, which mandates not only free public education for all children, but most important integration of children with disabilities in schools settings.This law is consideredas a springboard for the recognition for all children’s rights to participate in physical education activities. †¢ A second reason, is beginning of 90’s the implementation of the program â€Å"Sports for All†, which is organized by the General Secretariat of Sports and implemented with the support of different municipalities within Greece. †¢ A third reason, is the mandatory exposure of all students of physical education in adapted physical activity course work during their core university studies.In this way they have the opportunity not only to be introduced, but also to become specialized later on this subject. This has considerably affected their attitude to teach integrated sports. †¢ A fourth reason is the organization of the Paralympic Games of 2004, which is considered one of the largest events in the world. Due to the magnitude of this event, Greece started to evaluate the current status of the movement for sports for the disabled people, as well as, begin to take important actions towards the best organization of the games. History of Physical Education PREFACE To provide a meaningful background of physical education and sport in modern society it is helpful to have a clear understanding of its role in the past and how it emerged. The purpose of this assignment is to outline the history of physical education since time immemorial. The text begins with the beginning of the humankind engaging in physical activities, showing the history of physical education and sport being a rich tapestry of people, places, events and social forces from early civilization to the present time through transitional periods. INTRODUCTIONThe ground of education as a whole is going through remarkable challenges to serve the needs of the individual and the society, and this trend is reflected in physical education also. The history of physical education goes back to the earliest times, if we think of it in the simple terms of fitness and has existed since human society in one form or other. Since early history, even before the dawn of civilization and cultur e, physical exercise has been a very important aspect of human existence and it was not so long ago that it was called† physical culture† or â€Å"physical training†.THE PALEOLITHIC PERIOD Primitive humans began life in the â€Å"Stone Age. † What can they be called? Paleolithic people, Stone agers, primitive humans or cave men. They were hunters and gatherers. They hunted wild game and fished; they gathered veggies, berries and nuts. Primitive humans depended entirely on nature for food. Primitive men moved according to their satisfaction, needs and necessity. They needed to be fit to be able to go through their journey to hunt for food and water. Being nomads and hunters, they were people who had to be persistently hunting and gathering food for survival.Their trips regularly lasted for one-to-two days for food or water and were meant for regular physical activity to be produced. When they successfully hunted, they would travel many miles and miles to cel ebrate with family and friends. Physical activities were not organized by them. The necessity for survival which is the protection against hostile environment and wild beasts, and sometimes the engagement in murder to insure their protection, motivated these men to keep themselves physically ? t and strong enough compared to stronger forces of nature. In those days there were no machines to help people in their work.That is why they had to depend exclusively upon their physical powers and physical skill. They considered their body to be their prize possession, so their primary concern was to maintain and protect their body. The order of the day was the survival of the most fit. Their sociable nature was inborn and drew only by mating and propagation that gave them the desire to dance and play, which were not being organized. Men lived in such a state for thousands of years. There was neither any organization nor system. Most of their acts were learnt by the young generations by the competence of imitation rather than instruction.This lifestyle created many physical activities and a high level fitness which defined human life. THE NEOLITHIC TRANSITION Neolithic people lived during the â€Å"New Stone Age†, from 9000 to 8000 B. C. This was the transitional period in which pre- historic societies began to control their surroundings and form civilization. The two most significant developments were the domestication of animals and farming. Their society was different from Paleolithic culture because they lived in established communities, domesticated animals and cultivated crops.As they improved their society they developed skills like spinning, weaving and building. They also made tombs and religious items. Men and women gave up hunting gathering as the only sources of living and learnt to produce their own food. Agriculture and the raise of cattle were discovered and increased to a productive economy. Many villages were built generally located next to rive rs. Then came the creation of the plow, so the difficult tasks being done by the animals and other agricultural development brought the beginning of a less active lifestyle.Social organization became more complex in the first villages, and then towns. Different kind of chiefs appeared and gave rise to a political system. There was class system whereby society was divided into rich and poor. A specialization of work took place. Apart from peasants and cattle farmers, new economical activities such as craftsmanship (fabric, pottery) were born. This era in history symbolizes the beginning of a more sedentary lifestyle, as man began to lessen some hardships of life while simultaneously decreasing daily physical activity.ANCIENT CIVILIZATIONS (2500-250 B. C. ) (i) China In China, the participation of regular physical activity was encouraged by the philosophical teachings. There were no such words in the Chinese vocabulary entirely corresponding to the Western terms of â€Å"sport† and â€Å"physical education†. Such physical exercises as wrestling, swordplay, archery, charioteering and horse-racing were all incorporated in the military training and therefore came under the general term of â€Å"wuyi,† or â€Å"martial arts. † Kung Fu gymnastics was developed to keep the body in good and working condition.It consisted of various stances and movements, patterned by separate foot works and imitations of different kind of animals’ fighting styles. (ii) India India has a long recorded history of civilization but physical activity was not encouraged because of the religious teachings over there. The teachings of Buddha restricted most of the sports and games practiced by other early civilizations. However, an exercise programs known as â€Å"yoga†, same as the Chinese Cong Fu gymnastics, was developed and some other physical activities as well. According to the Hindu priests, Yoga signifies the development of body, mind, and spir it.The Ancient Indian philosophers recognized the health benefits of Yoga, which consisted of the proper functioning of organs and the whole well-being. There have been many physical activities but were never treated as a part of general education, they were mostly an entry to military career. ANCIENT GREECE: THE HEART OF PHYSICAL EDUCATION & SPORT (2500-200 B. C. ) The western civilization began with the Greeks. They were the first one to provide a methodical and philosophical attitude toward education, physical education and sport. It is believed that no other civilization has held fitness in such appreciation as the ancient Greece had.The admiration for beauty of the body and importance of health and fitness throughout society is one that is beyond compare in history. For the Greeks, the development of the body was equivalently as important as development of the mind. They believed that the physical well-being was crucial for the mental well –being. During that period, the Greek states were frequently at war with each other. The Fighting abilities were very much associated with physical fitness levels, therefore making it very important for the people to maintain high level of fitness.Athens and Sparta were the two most famous city-states and dominant force of the Greek civilization. Sparta was already militaristic by 700 B. C. Spartans were derisive of intellectualism. They were generally suspicious and conventional. All that mattered to the Spartans was being a warrior. Athens was the more democratic of the two city-states. Both city-states served the people and their needs although they were very different. Being a potential warrior was all that mattered to the Spartans. Athens was the more democratic of the two city-states. SPARTAThe Spartan system was much more autocratic. Male children were taken at the age of seven to learn the basic military skills while living in barracks. Little emphasis was placed on the arts, sciences, philosophy and lite rature. Physical activities such as gymnastics, running, jumping, boxing, wrestling and pankration (a brutal combination of  boxing and wrestling) were provided to produce powerful warriors. When the children reached the age of fourteen, they were taught group fighting tactics which would allow them to succeed while in the military from the ages of twenty to thirty.Girls did not live in public military  barracks like the boys, but they participated in discuss, gymnastics, horse riding,  javelin, swimming, running, and wrestling at separate training grounds. The objective for women’s physical education was to enable them to produce healthy and strong potential warriors. At the age of thirty, the men could then marry women who were fit and healthy so that they could make strong babies, therefore future warriors. ATHENS For the Athenian -The motto for education was â€Å"a sound mind in a sound body† (mens sana in corpore sano) Athens was quite different compared to the Sparta.The Athenian culture was a very much more freethinking and democratic society specially noted for its art, literature, philosophy as well as its political system. There were citizens, foreign settlers and slaves but only the citizens were provided with educational opportunities. When compared to Sparta, education was very different in Athens. Women had no physical education compared to Sparta. They put much more emphasis toward intellectual quest. Their objective was similar to Sparta that is preparing male warriors.Athenian education was a balance between music (including poetry) and gymnastics which enveloped a range of physical activities. Physical education was provided to the students with a series of graded activities at the Palestra, which consisted of an indoor facility for gymnastics, and to an outdoor space for boxing, discus, javelin, running, jumping, pankration, pentathlon and wrestling. Many of these athletic events were part of the four great sport and rel igious festivals which consisted of the Olympic, Isthmian, Pythian and Nemean Games.These games started as simple athletic contests dedicated to Greek gods, but the Olympic Games, in particular, over 1000 years, became increasingly complex encompassing events for boys and men in running over different distances, pentathlon, wrestling, races in armour, chariot races, and pankration. As of education more broadly, the clear objectives of physical education in Athens were to educate the mind and the body and to produce a well integrated person. ROMANS The political ambition of Rome incorporated physical education into a national program for the preparation of military.Therefore, similar to the Greeks, sports, games and physical recreation were meant to prepare boys and young men for military service. Physical education for the Romans was about athletics, which was entertainment above all. All Roman citizens between the ages of 17 and 60 had to be fit for the military service, so it was very important for all the citizens to maintain good physical condition and be prepared. Military training consisted of activities such as running, marching, jumping, and discus and javelin throwing. The fitness levels of the general Roman population declined as individuals became attracted to wealth and entertainment.People were forced to fight to the death, and oftentimes fed to lions. Women were not as marginalized in Rome as they were in Greek city-states. Some sporting events were organized for young women such as swimming, dancing, and light exercise was common, especially among the privileged classes. THE DARK (476-1000) AND MIDDLE AGES (900-1400) The Middle Ages saw the fall of the Roman Empire which was conquered by Barbarians from Northern Europe, whereby the lavish lifestyles of the Romans had resulted in the complete decay of the society's fitness level.There was the rise of Christianity, and the Christian’s influence brought about a denial of physical activity fo r anything other than manual labor. They viewed physical play as immoral, so they halted the Olympic Games in 394. The barbarians from Northern Europe were similar to the primitive humans. Their way of life consisted of hunting and gathering food, so physical activity and fitness were fundamentals for survival. Thus, despite the downfall of the Roman Empire, fitness experienced a revival during the Dark and Middle ages because survival during these challenging times required it. THE RENAISSANCE (1400-1600)During the Renaissance, a renewed appreciation for human life evolved creating an environment which was ready for the widespread development of physical education; revival of ancient Greek ideals throughout Europe. There were many people which included the religious leader;Martin Luther, the philosopher; John Locke, physical educators; Vittorino da Feltra, John Comenius, and Richard Mulcaster carried on that high fitness levels improved intellectual learning. But in the 1600s peopl e believed that if it did not have any specific purpose than just a waste of time. PHYSICAL EDUCATION AS FROM THE 1700SThere was a big change in physical education during the 1700’s which can be mostly accredited to three people: Jean Jacques Rousseau, Johan Simon, and Guts Muths. Rousseau was the first person to promote education for the people and he also concluded play as being educational and stressed the importance of physical education to the development of a strong body. In the mid 1700s, Johan Simon became the first physical education teacher and stressed on the fact that physical education should be taught along with reading and writing. Simon believed physical education should include a lot of physical effort.Guts Muths developed a series of gymnastic apparatuses and believed that very important social skills are developed through physical education. These people of that time and the things they did began to pave the road to where we are today. In 19th-century, the first indoor gymnasium was built in Germany and some countries such as Europe, Sweden and Germany developed systems of gymnastics that were adopted internationally. A gymnasium was also build in Finland where exercise was for the first time seen as a way to achieve physical treatment. In connection to exercise, students started to study anatomy and physiology.Denmark was among the first countries to require physical education in schools. By the 1820s, some American schools offered gymnasium and physical education. The physical education included the development and care of the body, and training in hygiene, callisthenic exercises, gymnastics, and the performance and management of athletic games. CONCLUSION Physical education has a cultural heritage and background which started at the dawn of civilization. Primitive human being had to be very active and physically to survive. Farming began in its primitive form and made people have more physical activity from only working in the fiel ds.People fitness levels changed here and the also began seeing a more sedentary lifestyle. Ancient Greek culture depended upon preparing its young men for war. Training for battle was not an option, but a prerequisite. Ancient physical education programs concentrated exclusively on activities that trained soldiers. The significance of physical education no longer concentrates solely on training soldiers for battle and ancient athletes for victories but for the wholesome development of a person. It began in ancient Greece and made its way around the world. REFERENCES S. E. Smith. (). What was the Neolithic Period?. Available: http://www. isegeek. com/what-was-the-neolithic-period. htm. Last accessed: 30th Oct 2012. Charles A. Bucher. (1983). Historical foundations of physical education and sport. In: Nancy K. Roberson Foundations of physical education and sport. US: The C. V. Mosby Company. P133-155. http://www. cals. ncsu. edu/agexed/aee501/rousseau. html http://prezi. com/ieokiwmd e3ni/history-of-physical-education/ Howel et al. 1994. History Of Sport And Physical Education. In: Foundations of Physical Education,pp. 17-117 A. Bruce Frederick. (). Gymnastics. Available: http://www. britannica. com/EBchecked/topic/250277/gymnastics#ref700589. Last accessed: 01st nov 2012. History of Physical Education Brief History of Physical Education A brief history of physical education in the United States would kick off in the nineteenth century. There was growing popularity of formal physical education programs all across Europe where calisthenics and gymnastics were all the rage. American schools looked to follow the European model by incorporating physical education into the curriculum for primary and secondary schools. And a brief history of physical education would not be complete with a consideration of institutes of higher education that gradually built up extremely successful sports programs.How it began The brief history of physical education would start in just about 1820 when schools focused on gymnastics, hygiene training and care and development of the human body. By the year 1950, over 400 institutes had introduced majors in physical education. The Young Men's Christian Association launched its very first chapter in 1851 and focused on physical activities. Colleges were encoura ged to focus on intramural sports particularly track, field and football.But physical education became a formal requirement following the civil war when many states opted to pass laws that required schools to incorporate a substantial physical education component into their curriculums. But it was not till 1970 that an amendment was made to the Federal Education Act that allowed women from high school and college to compete in athletic competitions. Sex-based discrimination was completely outlawed from government funded programs at this point. THE HISTORY OF PHYSICAL EDUCATION AND ADAPTED PHYSICAL ACTIVITY IN GREECEIn Greece the latest years special education has followed the same progression as in any other country in Europe but in a very slow pace. Specifically, Special Education services were available to Greek children since the beginning of the 20th century, adapted Physical Education was introduced the last two decades. After the first half of the century various associations developed intense activity with the aim to protect specific groups of people with special needs such as, the blind, the deaf and motionaly disabled.The initiative had clearly charitable characteristics with pity as the main feeling. The state welfare was non-existent every kind of care and prevention was accorded to the authorization of the charitable organization that with full power decided during the course of the years about the life and the future of thousands of people with special needs. The offers of the individuals had the form of institutional care (enclosed protection) with the offer of basic knowledge.The interest of private initiative led to the introduction of various institutional units and schools; firstly in the area of Attica and then in other cities of Greece. Some of the first institutions, which were created, was the â€Å"house of the blind† in 1906, the â€Å"house of the deaf and dump† in 1923, and the â€Å"Hellenic organization for the protec tion and rehabilitation of disabled children†. In 1937 much late there were more branches created such as the â€Å"national institution for the protection of the deaf and dump† in 1937, the â€Å"lighthouse of the blind† in 1946, the â€Å" school of the blind in North Greece† in 1948 etc.These institutions housed a great number of children but the role of the individuals was not only always a charitable one. However, the private sector helped in its way the state preparation so as to take up later the responsibility and interfere institutionally. The first state interferences began in 50’s and concerned mainly legislation arrangements for the blind and after for the motionaly disabled. The state however was interested in the group of the mentally retarded children and later in the motionaly disabled, which the private agents had completely ignored.The first school, which was founded by the state for the mentally retarded children, was the â€Å" original special school of Athens† in 1937. Many people considerthe state interference in the space of special education during the 30’s non-occasional. The considerable evolutions of pedagogical and psychology sciences, the establishment of obligatory attendance for all the children and the great number of mentally retarded children comparatively with other groups of â€Å" inferior individuals† was a reality which the Greek state could not ignore.From the mid of 50’s the 70’s the developments in special education came again from the wide activity of the private sector while the state followed with mainly legislation inferences and the well known sympathy towards the people with special needs. So, during this period educational units were founded and â€Å"deaf and dumb† schools in various areas of Greece and units for motionaly-disabled people. Another offer of the private sector was the foundation of children’s neuropsychiatry clini cs and schools for the group of â€Å"marginal adults† and â€Å" mentally retarded children†.The exemplification of the Greek state and the educational policy of the western countries begins in the mid of the 70’s approximately. Specifically towards the end of the 70’s measures were promoted for the professional rehabilitation of the disabled by giving motives to employers for the employment of these people. Since 1980 and then special classes for the children with, learning difficulties and slight mental retardment began to be estamplished.The Greek state in the 80’s seems to desire to participate actively with the other social factors in an attempt of reorganization of the philosophy and pre-existent structure concerning the people with special needs, which imposed their life and social back round. Precisely, emphasis was given in the whole development and the development of the potential of the people with special needs, their introduction in t he productive procedure and their mutual acceptance in the social group.Today, thousands of individuals with disabilities are introduced to sports in various settings such as schools or in sports clubs in both segregated and integrated settings by a variety of national and international organizations. The momentum for such change is contributed to several reasons: †¢ One of the most important reason is the introduction and approval of a new law, which mandates not only free public education for all children, but most important integration of children with disabilities in schools settings.This law is consideredas a springboard for the recognition for all children’s rights to participate in physical education activities. †¢ A second reason, is beginning of 90’s the implementation of the program â€Å"Sports for All†, which is organized by the General Secretariat of Sports and implemented with the support of different municipalities within Greece. †¢ A third reason, is the mandatory exposure of all students of physical education in adapted physical activity course work during their core university studies.In this way they have the opportunity not only to be introduced, but also to become specialized later on this subject. This has considerably affected their attitude to teach integrated sports. †¢ A fourth reason is the organization of the Paralympic Games of 2004, which is considered one of the largest events in the world. Due to the magnitude of this event, Greece started to evaluate the current status of the movement for sports for the disabled people, as well as, begin to take important actions towards the best organization of the games.

Onsumer behaviour and decision making Essay Example | Topics and Well Written Essays - 2500 words

Onsumer behaviour and decision making - Essay Example It is only a few decades back that consumer behavior emerged as a highly specialized area under marketing. â€Å"Consumer Behaviour is a branch which deals with the various stages a consumer goes through before purchasing products or services for his end use.† (Management Study Guide, 2012) There wasn’t the concept of consumer behavior when Ford started making their cars on assembly line. The only color that the customers could get then on the car was black. But as and when industrialization happened and more and more products came into the market, companies started focusing on the desire and need of the customers. This became more important with the beginning of globalization and when companies started cross border business. The concepts that the marketers were focusing on was market segmentation, targeting and positioning. But in the recent years, the marketing practitioners are puzzled about these concepts. They are doubtful whether these traditional concepts are val id for current marketing environment. The objective of this essay is to analyse the situation in the light of these concepts in the current environment and advise the marketers for the best way to approach customers. Traditional Marketing Practices Segmentation, targeting and positioning are three core concepts of traditional marketing practices. Marketers have been focusing on these concepts to the core of understanding the consumer behaviour and introducing products that the customers want. Segmentation: Market segmentation is the process of identifying and targeting the right customers. â€Å"It is about identifying the specific needs and wants of customer groups and then using those insights into providing products and services which meet customer needs.† (Riley, 2010) Marketers segment the market because the needs and wants differ from one customer to the other. But there definitely can be a group with common characteristics which is in other words called a segment. The most common kinds of segmentation are geographic, demographic, behavioural and psychographic. Geographic segmentation groups customers based on customer location and region. Demographic segmentation does it based on age, gender, occupation, and other demographic factors. Behavioural segmentation divides customers based on the customer behaviours and psychographic segmentation does it based on the personality and lifestyle of the customers. Debates have emerged recently regarding the relevance of market segmentation in the modern marketing environment. The behavioral aspects of customers are changing in such a way that they are not limited by the demographic, lifestyle, or other segmentation factors. An example for this is the initial failure of the world’s cheapest car Tata Nano. Tata segmented the market and targeted the Nano car to the common man. Least importance was given to value of the product. But when the car was actually launched in the market, it made terrible low s ales. When the company made a post launch market study, it was understood that the customers does not want a car that is of least value and the one that is tagged as a cheapest car. The company now revamped the car and entirely changed its marketing strategy and experienced success. (Cleveland, 2011) Targeting: Targeting is the activity that follows segmentation. Targeting is the process of aiming the market that has been identified through the segmentation process. â€Å"Target Marketing refers to a concept in marketing which

Sustainability Essay Example | Topics and Well Written Essays - 2000 words - 1

Sustainability - Essay Example Sustainability is the agenda of leading companies and it has gained recognition as a driver for strategic product as well as business innovation (Deloitte n.d, p.1). A business that considers the change as an opportunity and come up with innovative products as well as business models to thrive in a sustainable way have high likelihood of reaping advantage, be relevant to consumers, capture market share and operate efficiently in a quick transforming world. Firms face increased expectations from investors and consumers regarding their way of operations; therefore, companies are keen to be considered as accountable corporate citizens. It is expected in the future that consumers will place strong emphasis on convenience, price and quality in making decisions regarding their shopping. In the increasingly transparent world with high number of consumers digitally empowered since information on brands and products is regularly found on and discussed in blogs, forums and in social media site s. Companies that never respond to the development increase their likelihood of being in the spotlight for the wrong reasons since brands and businesses have little control over the internet (Berns et al 2009, pp.20-26). Business proactivity, involvement and the changing consumer attitudes to sustainability increase demand for products and services responsibly produced. Therefore, the organization has to respond to the changing patterns this can be achieved through integrating sustainability within the company’s supply chain and development products that enable consumers to buy ethically. Companies neglecting to embrace the changes face the risk of their products being less relevant to the sentiment of consumers and expensive. Social media platforms like twitter and facebook ensure corporate transparency; therefore, companies have increased pressure to meet the sophisticated corporate transparency and accountability standards. In the current’s information society, corp orate offences can no longer be ignored and bad behaviour has permanent reputational as well as financial repercussions for corporations. Young people are increasingly aware of the impact they have through their buying choices thus, they buy from companies that stand for more than profit (Deloitte n.d, pp.3). Sustainability has been one of the business’s urgent mandates thus stakeholder management perspective is essential since it requires managers to establish various groups or individuals with stakes in the firm as well as incorporating stakeholders concerns into the firm’s day-to-day operations and strategic plans. Sustainability mandate has attracted the attention of leaders in business since it is the goal of business ethics. With the challenge of globalization, considerable interest is directed toward development of ways for addressing the different impacts of companies in society (Crane, Dirk and Andrew 2007, p.254-263). Most of the impacts are far-reaching such as the environmental pollution resulting from transportation, production and use of products like refrigerators and cars. Whenever in society a corporation has to engage in the debate concerning its social role in order to ensure that it becomes a major contributor of sustainability instead of being a social and environmental predator that undermines the world. Therefore, the company has a huge opportunity of

Bill of Rights Paper Essay Example | Topics and Well Written Essays - 1750 words

Bill of Rights Paper - Essay Example Constitution or more commonly the "Bill of Rights" should always be applied by government agencies that either dispense justice or ensure the security of the nation. The first amendment states that a person's beliefs and religion are to be respected. The Bill of Rights specifically states that there would be no law against the practice of any particular religious belief, custom as well as the establishment of any religious order. The Bill of rights also specifically states that any person is entitled to freedom of speech as well as the right to assemble and ask for petitions from the Government for any grievances made ("The US Constitution Online", 2006). This amendment applies as long as the person is of legal age and he or she does not harm any other person. The U.S. government treats the first amendment as one of the most important amendments made as it is believed by the administration that this will set an example to other countries in the provision of freedom and liberty regarding a person's belief and customs. ("National Security", 2006). This amendment treats religion as a free choice granting a person the freedom to join and revere a re ligious group or not. With this, the government's plans to line in religious practice alongside peace and justice will lead the way to a more harmonious existence between the government and the populace. There are a multitude of religions that are established in the United States and U.S. citizens enjoy much freedom to choose their religion given that they are already of legal age. They may also choose not to join any religious group or order. In universities and other institutions, religion is not compulsory for students and employees thus freeing people from the pressures of religion on what they can and cannot do in their lives. The latest current U.S. government administration emphasized the creation of laws that are centered for the enrichment of personal honor and the protection of human rights which includes freedom of the press, freedom to choose religions, exercise of conscience and religious assembly and association (National Security Strategy", 2006). The fourth amendment The privacy of a person is the main focus of the fourth amendment of the Bill of Rights. In this section of the Bill of Rights, people have the right to secure anything (papers, personal effects and other personal property) in their private residences. Their properties are thus protected under law against any unauthorized searches and seizures. Search warrants are only issued when violations are made especially regarding the possession of illegal goods and substances. Seizure of illegal goods and substances will only commence when a sworn affidavit is made against the owners but until it has been proven, any residence could be monitored in accordance with the law. ("The US Constitution Online", 2006). Privacy has always been regarded as a major issue not only by the Law but by the citizens themselves. Every person is entitled to his or her own privacy and to intrude or breach someone's privacy only entails trouble. Although this is the case most of the time, the government can somet imes break this law under dire circumstances especially when the whole country is

Green Town Football Club Assignment Example | Topics and Well Written Essays - 1000 words

Green Town Football Club - Assignment Example An Administrator also will be a part of the club's structure, his/her duties will include, assisting with the registrations, tournaments and also with the correspondence. Treasures also will be a part of the club and his/her major duties will include, looking after the financial matters of the club. Another important duty of his/her will be to maintain records of the financial activities of the club. Age coordinators will also feature in the part of the club's structure, their main role will be to - Since the club is a non - profit organization, the equipment will be sponsored by the sponsors. The Grounds men will take care of all the equipment and the last part which is communication will initially be done by memos. This structure is required because this is the easiest structure that can be adopted while forming a football club and the whole structure will be brought in effect gradually, which means that the interested people will be selected one by one depending on their capabilities. Commission for children and young people stresses upon the fact that, every child is a valued member of the society, this should be kept in mind all the time and all the coaches should make sure that no child is hurt in any manner off the pitch. "The child's views and wishes should be taken into account in a way that has regard to the child's age and maturity" (Legislation, 13 September 2008). This should be kept in mind and all the coaches should adhere to this strictly. All the children should be given a chance to play, no matter how good or bad they play. How they play should be secondary, the primary objective of the coaches should be to make sure that active participation takes place. There will be different coaches, handling the different age groups of children which will depend upon their experience and zeal. For the young children training will take place in the afternoons during the weekdays, the coaches should make sure that only the fittest players are selected as it would take the strongest children to bear the heat. Parents who will drop their children to training and who will leave after dropping their children, such children should be made comfortable and should be well taken care of by the coaches because the children will be the sole responsibility of the club during this period. Any mishap caused to them will ultimately affect the reputation of the club. Hence it should be made sure that the safety of such children is well taken care of by the coaches. Any kind of transportation requests by the parents should be turned down very politely; doing so will reduce the vulnerability of the children as far as the coaches are concerned. Clause This is to make some important things very clear, first of all soccer is an unpredictable game not only in the sense of result but also the consequences of crunching tackles, so this is to warn all the parents and guardians that the club will not be held responsible if any

Veteran Benefits Research Paper Example | Topics and Well Written Essays - 1500 words

Veteran Benefits - Research Paper Example These problems include excessive use of alcohol and very aggressive behaviors. The research even shows that the problems become worse instead of being better as time passes. The same research states that these army officials experience the issue of post traumatic stress as they try to refit in the normal civilian life. This is because they not have co-soldiers to help them settle in their civilian lives. The research shows that out of 1800 veterans, 23 to 33 percent of them presented signs of Post Traumatic Stress Disorder. The activities they presented included very aggressive behaviors such as slamming doors, punching walls and starting fights without any reason ((Paulson, 2007). The research even showed that national guards were experiencing issues with settling in normal civilian life as they did not had the support of other soldiers and the standard of their health coverage was inferior than the health coverage provided to active military personnel. Another problem faced by vete ran soldiers is that they have to wait for a very long period of time to gain medical coverage or attention. The research showed that veterans were getting medical coverage after 110 days of claim have passed and there were a huge number of veterans that needed medical attention. Other health problems experienced by these veterans include muscular pain. Many soldiers have reported pain in their back, neck, shoulders and knees. Environmental elements and exposure to toxic chemicals have left the veterans with life taking diseases such as heart diseases. Veterans have even experienced infections when they returned from war. Although they have been injected with various vaccinations but these vaccinations cannot control all the infections. US military does not have vaccines for various infections. Other health issues faced by veterans include loss of hearing or problems with hearing such as vibration and ringing in the ears. These issues are experienced due to continuous exposure to gu n fire. Many veterans have presented brain injuries also known as Traumatic Brain Injuries (TBI). These have been caused due to any injury to the head. The effects of TBI includes loss of short and long term memory, loss of eye sight, depression, decrease in span of attention, and various other issues. Unemployment – Almost every year more than three hundred thousand military officials return home to start their lives as normal civilians. Almost all of them face various problems and one of the major problems experienced by these Vets is unemployment. The war returnees are experiencing difficulty in getting employment. According to a statistical data released by the Bureau of Labor Statistics states that the rate of unemployment amount those who have returned from Afghanistan and Iraq war is higher than the rate of unemployment faced by the civilians of America. Many military officials have complained that they have failed to find a job that pays well and has good benefits. Th e data produced by the Bureau even states that the younger veterans or returnees of war face a higher rate of unemployment. This includes individuals aging between eighteen and twenty four (Bureau of Labor Statistics, 2011). The question asked by most is the main reason for the unemployment rate of veteran soldiers. These soldiers develop various important skills during war

Alcohol Abuse Research Paper Example | Topics and Well Written Essays - 1500 words

Alcohol Abuse - Research Paper Example Health profiles of familial alcohol abuse show that accumulation of alcohol dependence in the family is partly brought about by genetic variables (Freeman, 2001). There is also proof of heightened familial combination of psychoactive substance dependence and misuse (Grant & Litvak, 1997). A number of studies have discovered enlarged levels of alcohol dependence and/or abuse in family members of substance abusers in comparison to family members of alcohol-dependent individuals or those from the mainstream population. According to the health profiles of familial alcohol abuse, genetic factors play a major role in alcohol dependency. The twin, adoption, and family research substantiate the familial transfer of drug and alcohol dependence and associate genetic variables (Stelle & Scott, 2007). Epidemiological research has demonstrated that alcohol dependence is often aggravated by comorbid psychiatric disorders (Freeman, 2001). It has been discovered that 47 percent of alcohol abusers ha ve another mental problem, and a large fraction of this comorbidity is attributed to substance abuse (Freeman, 2001, 62). Individuals with mental health disorders, like bipolar disorder, depression, or anxiety are also classified as high risk, since alcohol may be exploited as a way to self-medicate (Stelle & Scott, 2007). ... ns will discuss the assessment of familial alcohol abuse using the nursing theories of Dorothea Orem and Jean Watson, the appropriate nursing intervention strategies using different components of the family systems theory, and the role of the advanced practice nurse as a case manager of familial alcohol abuse. Applying Dorothea Orem’s and Jean Watson’s Theories in the Assessment of Familial Alcohol Abuse Dorothea Orem According to Dorothea Orem, when there is a possibility to adequately care for oneself and the person has the capacity to fulfill the possibility, self-care is feasible. If, on the contrary, the need or pressure is greater than the ability of the individual to satisfy it, a discrepancy arises and this is referred to as self-care deficit (Freeman, 2001). The self-care deficit theory is the heart of the grand theory of nursing of Orem for it defines when nursing is required. Nursing is needed when an adult does not have the capacity to provide continuous nee ded self-care (Grant & Litvak, 1997). Orem’s theory then can be applied to the assessment of familial alcohol abuse in several ways. In order to discern self-care capacity of a family member experiencing alcohol dependency, a thorough assessment should also determine aspects in the person’s life that are more prone to motivate excessive alcohol consumption. These aspects, usually quite permanent and fixed personal features may give the background situation that compels individuals toward alcohol dependency, varying drinking behavior, and capably enhanced risk of regression (Grant & Litvak, 1997). From a clinical point of view, putting emphasis on these background situations may aid in determining individuals who have the capacity to self-care. A vital background feature in relation to this is an

MGT assignment Essay Example | Topics and Well Written Essays - 1000 words

MGT assignment - Essay Example The company’s mission is to encourage the application of technology in all sectors of the global economy. When the organization gets more high-skilled employees, they can build a network of awareness through quality production. The compensation philosophy at Anchor bay entertainment is supposed to be based on performance; however, several of the people that I know who work for this company does not feel this way. These individuals feel Anchor bay is more like a learning institution. When the organization gets more highly educated employees, they can build the network of thriving ICT centers much quicker. We reward our employees accordingly with respect to their level of productivity. It is important to note that, the employees who dedicate most of their time for the interest of the company are vetted accordingly. BFG technologies would be involved in a meet the market compensation strategy. Compared to some companies in other regions it may look as if they are leading in the market; however, for the region the company operates in employees’ payment in relation to the market demands. Being in the information technology sector, I would see reward based on individuals, rather than a team. When a customer comes and needs consultancy on a major electronic the employees work as an individual trying to convince the buyer of the significance of that machine. The companies’ goal is to continuously improve communication technology in the country and promote the intensive use of computers in the business world. It seems that BFG technologies information systems does not align with the mission statement because the competitive pay and many of the benefits offered create an environment where meaningful relationships can be developed within the employer and employees. Brunswick Corporation being in the information technology sector I see it positioning itself at the top because the company does not offer

Approaces in normative ethics Essay Example for Free

Approaces in normative ethics Essay There are three major approaces in normative ethics including virtue ethics, deontological ethics, and utilitarianism. This paper is going to compare the similarities and differences between virtue theory, utilitarianism, and deontological ethics. It will include a description of the differences in how each theory addresses ethics and morality and it will also discuss an experience to explain the relationship between virtue, values, and moral concepts as they relate to one of the three theories. Differences In How These Theories Address Ethics and Morality Virtue ethics, deontological ethics, and utilitarianism are the three major approaches in normative ethics. Virtue ethics emphasizes the virtues, or moral character, while deontology emphasizes duties or rules, and utilitarianism emphasizes the consequences of actions. Virtue ethics is also called agent-based or character ethics. According to Boylan (2009), when using the virtue ethics approach, one should take the viewpoint that in living their life they should try to cultivate excellence in all that they do. It encourages people to develop their character as the basis for the good life. Utilitarianism is a form of consequentialism, meaning that the moral worth of an action is determined by its outcome. Utilitarianism suggests that an action is morally right when that action produces more total utility for the group than any other alternative (Boylan, 2009). Deontological ethics judges the morality of an action based on the actions adherence to a rule or rules. This form of ethics uses rules and duties to determine what is â€Å"right†. Deontological ethics is opposed to consequentialism. Deontology maintains the wrongness of actions resides in the kind of action that it is, rather than the consequences it brings about. A deontologist, for example, would find the act of killing an innocent man wrong simply because it is the killing of an innocent man. A consequentialist might find this action wrong because it deprives someone of future happiness and causes grief to a family. Virtues, Values, and Moral Concepts For individuals who follow the deontology theory, they must apply obligations and rules to their personal conduct. An individuals obligation is to make sure they pay their bills. This helps them to support their family, which is an obligation to people who accept this kind of lifestyle. Some individuals accept not to follow this path in life. A person could easily look at an electric bill and throw it off to the side, and instead, take the money and gamble it away. This would not be the case for a deontologist. A deontologist follows their obligations. A person who follows the theory of a deontology also has to think about virtue, value, and moral concepts. There really is no way to separate the three, as they all play into the same hand. When confronted with a moral or ethical dilemma, virtue, value, and moral concepts all play a part in an individuals thinking process. Conclusion There are three major approaches in normative ethics: virtue ethics, utilitarianism, and deontology. All of these theories are used by mankind to determine what is â€Å"right† and what is â€Å"wrong†. Whatever theory an individual accepts to use as their guide, it is important to accept one of these theories in an effort to help ourselves and mankind. References Boylan, M. (2009). Basic ethics (2nd ed.). Upper Saddle River, NJ: Prentice Hall. Hursthouse, R. (2010). Virtue Ethics. The Stanford Encyclopedia of Philosophy (Winter 2010 Edition). Retrieved from http://plato.stanford.edu/cgi-bin/encyclopedia/archinfo.cgi?entry=ethics-virtue

Role Of Public Health Practitioner

Role Of Public Health Practitioner The writer seeks to critically analyse the role of the public health practitioner in general, taking into consideration the current socio-political context, the knowledge and skills needed for the role, challenges that exists in fulfilling the public health role and the approaches. In the second part of this work, the writer has chosen an initiative and will critically appraise how well the identified initiative meets the criteria for good public health. Public health skills and competencies will be identified and discussed in this initiative including health promotion theories and approaches. See Appendix-1. The public Practitioner role, knowledge and skills The writer has found it appropriate to start by defining public health though there are many definitions. The Public Health Resources Unit (2008) state that the purpose of public health is to: Improve health and population wellbeing; disease prevention and minimise its consequences; prolong valued life and health inequalities reduction (PHRU, 2008). PHRU states that all these can be achieved through: taking a population perspective; mobilising the organised efforts of society and acting as an public health advocate; enabling people and communities to increase their own health and wellbeing; acting on the social, economic, environmental and biological determinants of health and wellbeing; protecting from and minimising the impact of the health risks to the population and ensuring that preventive, treatment and care services are of high quality evidence-based and of best value (PHRU, 2008). Public health as defined by Webster and French in (Tones Tilford, 2001) comprise of three aspects which are population-level health promotion; the epidemiological analysis and health professional trained in medicine. Naidoo and Willis (2000 p. 181) looks at public health being characterised by several factors and embraces three domains; the health promotion of the whole population, health protection-a concern for the prevention of illness and disease and health service improvement-a recognition of the many factors that contribute to health The public health practitioners have autonomy on specified areas and continually own work area and support others to understand it and practitioners are likely to work in multi-agency and multi-disciplinary environment, whereas general practitioners work as a part of a larger team led by someone working at a higher level (PHRU, 2008). An approach to public health is described by the Faculty of Public (2000) with emphasis on the collective responsibility for improvement in health and prevention of disease; recognizes the key role of the state, linked to a concern for the underlying socio-economic and wider determinants of health as well as disease. This approach is multi-disciplinary, incorporating quantitative as well as qualitative methods; emphasizes partnerships with all those who contribute to the health of the population (FPH, 2000). Sir Donald Acheson, (1988) defines public health as the science and art of preventing disease, prolonging life and promoting, protecting and improving health through the organised efforts of society. He also describes the role as planning and evaluation of services as well as undertaking the surveillance of disease and co-ordinating the control of communicable diseases and public practitioner provide epidemiological advice on priority setting. Naidoo and Willis (1998) states that this will include public health practitioner skills for example communication, planning, networking, management and the use of research based evidence. A public health practitioner is identified by Naidoo and Willis (2001) and Donaldson and Donaldson (2006) as a trained person with a role to make people and the environment healthier, to carry out researches, to advocate and work collaboratively with the community on identified projects. The public practitioner is required to implement health initiative by the government that are aimed at improving health inequalities in society. Naidoo and Willis (2008) also points out that there are three principles that underpins the health practitioner for example empowerment, participation, equity and collaborative working which concurs with World Health Organisation (WHO, 1986). Reducing health inequalities is a priority and all health professionals have a role to play in the targeting of individuals whose health status is below average, or who may not access current health services for a variety of reasons. The 10 year NHS Plan (DOH, 2000) set a new statutory objective for NHS to allocate resources to contribute to a reduction in health status. Public health practitioners work to increase individual knowledge concerning the body function and ways of preventing illness, raising competence using health care system and awareness about political and environmental factors that influence health. Community capacity can be built by increasing their abilities to participate in promoting their health. The government White Paper, Saving Lives (DOH, 1999) on public health strategy for England first response to Acheson Report set a national agenda for action to reduce health inequalities for example it gave a commitment to action on living standards and tackling poverty, child poverty in particular, pre-school education, employment as a poverty way out, transport, urban regeneration, crime reduction and housing improvement for disadvantaged areas, as well as preventative activities through a strengthened public health workforce (Hogstedt et al, 2008). The governments strategy in Our Healthier Nation in Department of Health 1999a is to ensure that the public health labour force was knowledgeable and skilled, well staffed and resourcefully supplied to deal with major task of delivering health strategies. Health professionals with their knowledge and skills are expected to play a part in meeting the aims set in the White Paper (DOH, 1999). Public health practitioner skills includes acting as leaders knowledgeable and quipped to manage strategic change and working in partnership with other agencies, focus on health promotion for community development, familiarising with public concepts and use evidence in guiding work were appropriate. Socio-Political Context Donaldson and Donaldson (2006) states that in the UK in 1980s there were serious failures in the standards of care which was provided in public health. Communities before were seen as passive recipients of service and service users were not valued according to McKnight (1998) in (Gorin and Arnold, 1998). Naidoo and Willis (1998 p. 9) states that modern public health acknowledges the importance of living conditions to promote health, action on health inequalities, physical and social regeneration of neighbourhoods, development of healthy public policy on food, transport and the workplace. Public health system lacked sufficient hospital beds, staff, buildings and equipment (Tones and Tilford, 2006). According to Naidoo and Willis (2001) the public health movement emerged with the noble idea of educating the public for good health. Under the Public Health Legislation of 1848 public health workers were appointed to regularly publicize health advice on safeguards against contamination. It was noted that there was a rise of the sanitary reform in which the local government focusing on environmental issues. The National Health Service and Community Care Act (1990) was introduced which was a significant piece of public health legislation which brought changes in the way health services was delivered, which includes massive closure of health care institutions and people were cared for in the community (Donaldson and Donaldson, 2006). Naidoo and Willis (2006) notes the publication of Health of the Nation (1992) strategy which targeted five key areas which includes coronary heart disease, cancer, mental health, sexual health and accidents. However Donaldson and Donaldson (2006) pointed out that Personal Hygiene era noted that the main causes of death and disability shifted from infections to chronic illnesses, such as heart diseases, stroke, cancers, respiratory illness and accidents where lifestyles play a causative role. Another role of the public health practitioner is to promote and protect individuals and the wider populations health and wellbeing by preventing the spread of infectious diseases and protection against chemical radiation or other hazards. Lifestyle changes such as stop smoking, better nutrition and more physical activities can improve health and reduce the burden of diseases like obesity, coronary heart disease and cancer. Naidoo and Wills (2001), state that the intervention of the public health practitioner was health education with an emphasis on individual behaviour. The Public Health Act of 1994 focused on housing, sanitation, safe water and food. Ewles and Simnet (2001) states that public health was introduced by the New Labour Party in 1997 matching with same principles as World Health Organisation adopting similar policies to the Jakarta (1997) declaration with emphasis on infrastructure and investment, with empowering the service user to make informed choices. The Minister of Public Health was then introduced in 1997 (Donaldson and Donaldson, 2006) which led to the creation of Health Development Agency in (1998) with the aim of maintaining and publicizing evidence based for health improvement and advising on standards for public health and health promotion carrying out campaigns in addition to the formation of public health observatories which were linked with universities in order to monitor health and highlight areas of action and evaluating progress by local agencies with the aim to improve health and reduce inequality. Naidoo and Willis (2000, p. 139) also states that the New Labour government created a Minister for Public Health in 1997 with a responsibility to co-ordinate health policy across different sectors and highlight the impact of different policies. New reforms were also introduced in The New NHS-Modern, Dependable (DoH, 1997) with intention to replace the internal market with integrated care led by primary care groups of General Practitioners and community nurses whose responsibilities are commissioning and providing health care services for their local population. The New Public Health was introduced focusing on heath promotion and education using the bottom-up approach and focusing on public health rather than acute services. Tones and Tilford (2001) cites the Acheson enquiry which raised concerns regarding critical inequalities in health that in society the worst off are more ill and die earlier resulting to Green Paper (2003) with aims to reduce health inequalities. Three areas were prioritised by the report in relation to health inequalities, assessment of all relevant policies, for example the health of families with children and further reduction of income inequalities and poverty. The Department of Health (2003) Tackling Health Inequalities 3 year programme was set up to tackle health inequalities. It had four topics to support families to break the cycle of poverty, engaging communities and individuals to ensure relevance, responsiveness and sustainability as well as preventing illness and providing effective treatment and care culminating in addressing the underlying determinants of health. Tones and Tilford (2001) furthermore notes the reformation of the NHS by the Labour government to create a health service fit for the needs of 21st century Britain which is better, faster, more convenient service for patients that is fair and free to everyone. A variety of measures were introduced to improve quality of life in run down areas with a range of strategies to work towards quality homes for all. The New Labour implemented a policy of providing good housing in collaboration with the private sector in order to protect and meet the needs of the most vulnerable people (Naidoo and Willis (2001). Challenges that exists Challenges that exist in the public health sector are the current economic situation faced by the government which can cause difficulty in securing funding. The other challenge is failure in understanding or valuing the work of public health professional which can undermine their effectiveness and generate a defensive culture and negatively affects their moral; a lack of defined standards for public health practice and; a lack of clear accountability for health improvement. The shortage of some technical skills for example needs assessment, analysis and interpretation of information, critical appraisal and implementation skills; limited number of eligible applicants; sub-optimal working arrangements with local authorities manifesting in lack of consistency of local community plans and health plans. The other challenges are inadequacy of health as opposed to health service information systems and surveillance system for communicable and non-communicable disease. The other challenge is the difficulty in accessing public health evidence of promptly in a useable form; duplication of activity, in marshalling epidemiological information and evidence of effectiveness of health programmes. Lastly limited partnership between academic and public health service departments; limited pooling of resources and expertise between Health Boards and the NHS and other agencies and a lack of milestones by which to measure success (Review of the Public Health Function in Scotland, 2000). Part 2: Health initiative (Sure Start) The writer has chosen to focus on Sure Start which is a government programme aimed at delivering the best start in life for every child by bringing together early education, childcare, health and family support. The following are responsible for delivering Sure Start within Department for Children, Schools and Families: The Early Years, Extended Schools and Special Needs Group. Britain had the highest teenage pregnancy rate in Europe in the mid-1990s which led to the need of health promotion (UNICEF, 2001). In UK the Child Act, 2004 provides the legal underpinning childrens services set out by the government in the Green Paper in 2003, Every Child Matters as a Governments approach to the well being of children and young people aimed at giving all children the support they need to be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well being which concurs with Ottawa Charter. The Childrens Plan (2007) was then published with a ten year strategy with aims to improve educational outcomes for children, improve childrens health, reduce offending rates among young people and eradicate children poverty by 2020 (DCFS, 2007). Health promotion works through concrete and effective community action in setting priorities, making decisions, planning strategies and implementing them to achieve better health (Ottawa Charter, 1986). For that reason the government therefore planned to deliver the best start for every child in bringing together early education, childcare, health and family support through Sure Start (Asthana and Halliday, 2006). Sure start is a public health approach that takes a population perspective, tackling causes of ill health and this is done by teaching mothers on breast feeding avoids lifestyles focus and its marginalisation of socio-economic and environmental influences on health which is in line with Saving Lives: Our Healthier Nation (1999). The Department for Education and Skills (2000) set up Sure Starts core aims, targets and initiatives in their guidance document at the beginning of the programme (DES, 2000, pp. 1-2) were to improve health by accessing appropriate healthcare; enable informed choices about continuing a pregnancy or not; support teenage parents in caring for their children. Ewles (2006) support the idea that there is evidence to support the use of behaviour modification in conjunction with changes in caring for the vulnerable children and levels of activities involved in pre and post birth which concurs with the governments programme responding to Acheson report (1998) in Tackling Health Inequalities. This is seen by Beattie (1991) as objective reality of empowerment based on actual situation on community level. By promoting and protecting the health of pregnant and parenting teen mothers and their children Sure Start seem to be inline with Bradshaws taxonomy (1972) of health and social needs. Teenage parenthood is identified by Sure Start as both a cause and a consequence of social exclusion (Social Exclusion Unit, 1999) and this can be a normative need. Social Exclusion Unit (1999) also predicted the problems that involve a greater than average risk of being poor, unemployed and isolated. This is in accordance to the Acheson report (1998) which focuses on health inequalities and defines public health as the art and science of the prevention of disease and the promotion of health through the organised efforts of society. According to McLeod (2001) teenage mothers when compared to other mothers they have been seen as more likely to experience poverty and social deprivation and even in adult life, although these likelihoods might be a meaning of their deprived status relatively than of becoming a parent early per se (Ermisch and Pevalin, 2003). According to Bradshaw taxonomy this could be identified as a comparative need which concerns problems which emerge by comparison with others who are not in need. Furthermore he state that one of the most common uses of this approach is the comparison of social problems in different areas in order to determine which areas are most deprived. According to Social Exclusion Unit (1999) the government policy objective is to promote continuous learning among young people through Sure Start focusing on prevention of conceptions and secondly focussing on supporting teenage mothers primarily by measures to strongly encourage them to complete their education and keep in touch with the jobs market. This concurs with Naidoo and Willis (2001) who views public health as working together with others on shared programmes on the other hand to ensure that health promotion activities were achieved. Sure Start use collaboration, education and participatory approaches. Furthermore Dugan (1996) encourages public health practitioners to use participatory approach as a process that has rewarding effects and increases local talent and capacity, provides flexibility and systematic process for people. Micklewright (2002) assets that seven out of thirteen indicators in the second annual statement on poverty and social exclusion connecting to children and young people are measures of education and gaining skills. Educational approach enables health promoters to work with the community as partners giving guidance and not taking control but listening and taking their perspective on board. Educational approach expressed by Naidoo and Willis (2001) enriches the community with knowledge, information and developing skills that will enable them to make informed choices with regards to their health behaviour. Whereas community development aims at empowering people to work together to influence the social, economic, political and environmental issues that influence them (Naidoo and Willis, 2000). World Health Organization believed that people needed to hold some degree of control over their living and working conditions in order to develop lifestyles conducive to health (WHO, 1986). Ottawa Charter defines health promotion as the process of enabling people to increase control over, and improve their health (WHO, 1986). In conclusion public health practitioners role is to influence and identify those factors that promote the health of the population and contributes to reducing health inequalities, and able to influence teams and organizations and valuing professional development. For health practitioners to work effectively, good and effective communication skills are required that enables them to use appropriate verbal and non verbal communication skills to deliver relevant information to various people. It is essential that studies are conducted that primarily focus on the whole range of public health roles within health practice with particular emphasis given to examine the effects of these roles on public health professionals, and the education and training that will be necessary for these roles.

Leadership In Julius Ceasar Essay -- William Shakespeare

In Shakespeare’s tragedy Julius Caesar, the use of diverse leaders plays an important role in the plot, showing vividly how strong personalities conflict. This is the case with Brutus and Cassius, the two leaders among the several conspirators. The story of Julius Caesar is set in ancient Rome during a time when Julius Caesar is to become king. This, however, angers Cassius, a nobleman, and he plots with Brutus and others to kill him before he becomes king. They do just that, justifying their actions by saying Caesar was too ambitious and would have gone insane with power. This backfires with the Roman citizens after an emotional speech by Mark Antony, Caesar’s right hand man. This forces the conspirators to flee Rome and go to war with Antony and eventually take their own lives. Because of their great leadership qualities, Brutus and Cassius take the leader roles among the conspirators. Nevertheless, they at times do argue over the course of action. Though Brutus and C assius are both similar in that they are great leaders, their differences in character are instrumental in determining the conclusion of the play.   Ã‚  Ã‚  Ã‚  Ã‚  Despite their differences, Brutus and Cassius have similar traits that give rise to great leaders. Both Brutus and Cassius are noble, intelligent men. They usually have good intentions and understand the situation they are in. This is why they both agree to go along with the conspiracy to kill Caesar. The two also like to think out and plan their actions. They do this two significant times in the play. When the two plan Caesar’s assassination and during the planning of the final move for Brutus and Cassius’ army. When the assassination is developing, Cassius thinks to kill Antony as well as Caesar saying, â€Å"Mark Antony, so well beloved of Caesar, Should outlive Caesar. We shall find of him A shrewd contriver; and you know his means, If he improve them, may well stretch so far As to annoy us all. Which to prevent, Let Antony and Caesar fall together† (2.1.157-162). Brutus, however, responds with his own reasoning, â€Å"Our course will see n too bloody, Caius Cassius, To cut the head off and then hack at the limbs, Like wrath in death and envy afterwards; For Antony is but a limb of Caesar† (2.1.163-166). They two are also self reliant and self-dependent. They can think and act for themselves as they should any great man says Cassius to Brutus, â€Å"Me... ...derable differences in trust and loyalty are the ultimate factors that influence the conclusion of the play. Both of these characters have great qualities such as intelligence, self-dependence, and reasoning ability that make them excellent leaders. It, however, is their differences that govern the end result of the conspiracy. The single most outstanding decision of the play was when the conspirators resolved not to kill Antony along with Caesar. Brutus’ overwhelming trust of Antony led him to believe Antony was not going to be a problem. There are many implications of leadership as seen in Julius Caesar. Those who tend to exhibit strong leadership characteristics will have much more impact on those who tend to stand back and fall into the crowd, even if the decisions being made are illogical. When two strong leaders interact, there usually is a disagreement on the course of action, which can be harmful for the group. The strong characters of Brutus and Cassius, and the w eaker conspirators, prove both these conclusions. Works Cited Shakespeare, William. "The Tragedy of Julius Caesar." Houghton Mifflin Company. The Riverside Shakespeare. Ed. G. Blakemore Evans. Boston, 1994.

Is Google Making Us Stupid?, by Nicholas Carr Essay example -- Is Goog

With the rise of technology and the staggering availability of information, the digital age has come about in full force, and will only grow from here. Any individual with an internet connection has a vast amount of knowledge at his fingertips. As long as one is online, he is mere clicks away from Wikipedia or Google, which allows him to find what he needs to know. Despite this, Nicholas Carr questions whether Google has a positive impact on the way people take in information. In his article â€Å"Is Google Making Us Stupid?† Carr explores the internet’s impact on the way people read. He argues that the availability of so much information has diminished the ability to concentrate on reading, referencing stories of literary types who no longer have the capacity to sit down and read a book, as well as his own personal experiences with this issue. The internet presents tons of data at once, and it is Carr’s assumption that our brains will slowly become wired to bett er receive this information. The article begins with the depiction of a scene from 2001: A Space Odyssey in which the astronaut Dave Bowman unplugs the supercomputer HAL. Carr uses this to tie in his feelings that, like HAL, someone or something is toying with the wiring of his brain. This is a strong emotional appeal. Carr intends to quickly gain his audience’s attention with the feeling of being â€Å"unplugged†, and possibly to gain the sympathies of readers who have felt a similar feeling. Carr proceeds to talk about how he can no longer become absorbed in an article or book, saying â€Å"my concentration often starts to drift after two or three pages.† Again, this works as a strong emotional appeal. English buffs - Carr’s likely primary audience - who read this article may agree... ...echniques employed are persuasive and subtle, and this allows Carr to take advantage of all emotional arguments at his disposal. In conjunction with sources pertinent to the topic, Carr’s emotional appeals seem to get his audience thinking, and from the article it is easy to agree with the points he has made. Carr’s use of logos and pathos does bring into question his ethos, however. Fortunately, Carr’s ethos should not be questioned, as he has written several books and articles on the topic. This does not excuse his bias, but it does permit him to speak on the topic at hand. Carr definitely presents himself as a strong literary figure, and his views on the internet are reasonable as well as relatable. This combination of ethos, pathos, and logos successfully allows Carr to write as an expert in this field, and his article and thoughts are not to be taken lightly.

The Matrix Essay -- Argumentative Movie Film Matrix Essays

The Matrix The Matrix is a science fiction movie about artificial intelligence computers replacing mankind. I believe that this movie is a common type of display from the media is common paranoia so that they can get a reaction from people and sell their story. In the case of The Matrix, the movie dazzles people with awesome special effects using modern computer technology, which I find ironic. I find it self-conflicting and hypocritical for the media to use modern computer technology for their own good to show people how bad technology is. Amy Bruckman and Howard Rheingold would probably find this movie interesting in that it disagrees and agrees with certain aspects about their beliefs about the use of computers. The Matrix specifically shows how advanced technology such as artificial intelligence (A.I.) may one day get out of the control of the people and become a dangerous enemy to mankind. It turns out that in the movie people believe that they are living normal lives in the 90's as common businessmen and families as we do today, when in reality the time is later in the 21st century and people are hooked up to machines in pods where they are merely interpreting electrical signals which tells them that the they are alive in the 90's. They call this set up The Matrix. The artificial intelligence machines put these people in these pods for their whole lives where they never use a muscle in their body; they only think that they are moving and living normal lives.The reason why the artificial intelligence machines put people into pods is because the sky is scorched and there is no source of electricity, so the A.I. units found an alternate source of energy: humans. The star of the Movie, Neo, is enlightened by one of ... ...ul people can benefit people. Personally, I don't believe that true artificial intelligence can ever be reached. I believe that a computer can be so advanced that it may appear to be thinking on it's own, but only because a man programmed it to think in such away. I don't think that a computer can teach itself common sense and the true ability to reason between right and wrong like humans can. And since I believe this, I see no problem in expanding technology and making online communities as Rheingold and Bruckman would. Works Cited The Matrix. Larry Wachowski, DVD, Warner Brothers, 1999 Bruskman, Amy. "Finding One's Own in Cyberspace" Composing Cyberspace Edited by Rich Holeton, San Fransisco: McGraw Hill, 1998, 171-180 Rheingold, Howard. "The Heart of the Well" " Composing Cyberspace Edited by Rich Holeton, San Fransisco: McGraw Hill, 1998, 151-163

Education in the Classroom, or in the Real World

Oscar Wilde and Lord Brougham have different ideas about the education system. Wilde states â€Å"Education is an admirable thing, but it is well to remember from time to time that nothing that is worth knowing can be taught. † This means that education does not teach a person every thing they need to know, a person learns from doing things outside of school. Lord Brougham says â€Å"Education makes a people easy to lead, but difficult to drive; easy to govern but impossible to enslave. † This means Brougham sees education as the tool, which creates free thinkers. Wilde has a better idea about education because he seems to believe that there are many ways to learn things. People are not taught in school how to deal with accidents, how to be trusted, and how to be a good friend to someone. Accidents are unexpected happenings that can be caused by chance. Accidents happen in many different ways and different places. Dealing with an accident isn't something that teachers explain it is something that a person learns first hand. When a person is in an accident there is a lot to deal with. Depending on the type of accident. For example I was in an accident, my truck rolled. The first thing I had to deal with is talking to the police officer. Dealing with the police is scary no matter what the situation is, not to mention a near death situation. The cop went over what happened, who was driving and of course who was drinking. After that was established the next thing to deal with was dad. A parental unit is hard to explain something like this to. There isn†t a teacher who can teach a student how to explain to their father that they just rolled their pick up. Some parents are very strict and not very understanding, and some parents are easy going and don't care. It would be hard for teachers to know what kind of an accident the student was in, and what the student is feeling after the accident therefore it would be hard to teach the student how to deal with an accident they just have to learn it for themselves. There is no teacher that can tech a person thing that are learn by being taught. People have to earn some ones trust they just don†t automatically trust some one. Teachers can't say their looks like a good person, they have on nice clothes, and they can be trusted. It don't work that way, trust has to be built. It can be built by returning something someone dropped or by listening when a friend is having a bad day, and not turning around blabbing what she just said. Sharing secrets helps build trust. A person has to learn who they can and can't trust, sometimes they may get burned and hurt, when they tell a secret and go to school the next day to find out the whole school body knows what the little secret was. They learned that they couldn†t trust that person, even if that person was dressed in nice clothes, and looked like a good person. Sharing secrets and knowing who that person is build trust. No teacher can tech a person to trust anyone they don't know. To be a good friend a person has to be there to listen to problems. Not only listening but willing to give advice. The old saying â€Å"If all your friends jumped off a cliff would you? † A true friend would say no, because they would be at the bottom, to catch their friends. A true friend would get up in the middle of the night to listen a dream that just couldn't wait until tomorrow. Teachers can't teach a person how to be a good friend or for that matter, teachers can't teach you how to be a good friend. If a person cares about another person they can be friends because they will be will to go out of their way to help the other person. If people didn't care about people they wouldn't help each other out, and they wouldn't be friends. People can be nice to people but that don't make them friends. Teachers can teach people how to be nice to people, also called manners. Friends are something that just comes natural. To know and to learn are two different things. Know how to wreak a truck or to wreak a friendship can only be taught by them. No teacher can tech a person how to roll a truck or how to gain the trust of a good friend. Only a person can tech them selves and still learn by the mistakes that where given, during the time that a person was taught.

Reality Tv and It’s Effect on Society

Kenneth Nevling Professor Whitworth ENG 114: First draft- Reality TV 07 November, 2010 Reality TV and It’s Effect on Society A reality TV show stars a non-celebrity or a volunteer who wants to participate in the program. The core role is to see what their reactions in certain scenarios are, and how they face given situations. The audience feels like they have a connection with the show’s stars as they feel that they are real and normal people representing them. Viewers are then entertained by the sadness, depression, frustration, and emptiness that the reality stars will express in the show.Audiences cannot seem to get enough of the drama of other regular, everyday people placed in unrealistic settings manipulated for the world to see. Overtime, exposure to these shows will subtly cultivate viewer’s perception of reality. Reality television shows have a negative influence on today’s society by portraying a false sense of communal experience, creating unrea listic standards of living, as well as affecting the productivity of growth to the younger generation. If television was all that was important to our existence then we would be very well off.Marketing and production for reality TV shows are much less costly than it would be to pay for a whole set and professional actors/actresses. James Poniewozik, a writer for TIME magazine’s Tuned In column, writes about how reality TV has been the best thing to happen to viewers and television companies. Poniwozik states, â€Å"It has given the networks water-cooler buzz again; it has reminded viewers jaded by sitcoms and dramas why TV can be exciting; and at its best, it is teaching TV a new way to tell involving human stories† (01).Ratings for networks have skyrocketed ever since reality shows first began to hit the air. People are entertained and excited to watch drama that reality stars go through, forgetting about their own drama. He also states that â€Å"Reality shows donâ €™t just reach tens of millions of viewers but leave them feeling part of a communal experience† (02). Here it is obvious that these viewers who strive to achieve a communal experience through the television are not leading healthy lives.If a communal experience is desired then one should get off the couch and get out of the house. We should spend more time volunteering, playing sports, learning, and many other things that are taken away from time spent in front of the television. Reality television can be considered a form a brainwash broadcasting that people will watch and attempt to base their own personal lives off of what media portrays as reality. Audiences will desire to become stars themselves from the excessive time spent watching these false stereotypes of humanity.Jake Halpern, author of the book, Fame Junkies, states, â€Å"The children and teenagers I meet are convinced that fame is a cure-all for life’s problems and that they’re entitled to bec ome stars† (03). Much of the audience watching believe that fame is the only way out of their real life problems. The American society is turning into an increasingly celebrity obsessed culture in which people will attempt to manipulate their own lives to act out similar to reality stars. Each day viewers will reciprocate actions and in the process lose their own sense of critical thinking and real emotions toward real life situations.These unrealistic standards of living are unreal and devastating to individuals who view these shows on a regular basis. Prolonged exposure to television will also have a negative influence on the growth of the younger generation. Excessive time spent watching reality TV defers children from spending more time on healthy activities such as playing outside with friends, reading books, playing sports, studies, and many other activities that require practice to become skillful.It is believed that children under the age of eight cannot decipher the d ifference between fantasy and reality, making them much more vulnerable to the effects of television. Exposure to these shows may result in children behaving in a similar state, acting out when something doesn’t go their way. There is a powerful link between exposure to media violence and violent behavior. Kyle Boyse is a registered nurse from Michigan University who states that â€Å"An average American child will see 200,000 violent acts and 16,000 murders on TV by the age of 18† (04).It is important to understand that seeing images containing death and violent acts will initiate more violent crimes. Children and young adults are the likeliest audience for these types of shows, thriving for acceptance and what may need to be done to be considered cool. The effects on the growth of the younger generation are of great importance and must not be taken lightly. We’ve all seen the shows on television where women and men alike are acting in a manner that one wouldnà ¢â‚¬â„¢t typically see on a daily basis.As soon as the television turns on we are exposed to lies, deceit, violence, and many inappropriate sexual circumstances in which viewers will subconsciously reciprocate at one time or another. Teens will strive to be popular and do so by imitating what they believe is necessary to be accepted by their peers. As the audience of these reality shows we must submerge ourselves in a moment of self-cultivation, and determine whether or not these shows are appropriate for our children, and even us as adult viewers. Let us be aware of the false sense of community within the television and seek a communal experience elsewhere.We must understand that the standards of living portrayed by reality stars in nothing short of an ad-libbed script, over dramatized by directors to capture the attention of the audience. Finally we must realize that our children are very impressionable. Teenagers will take what they see on television and carry it with them throug hout their adolescence and into adulthood. Therefore affecting society overall. Works Cited Page 01) Poniewozic, James. â€Å"Why Reality TV IS Good For Us† February 12th 2003. Time. November 6th 2010 http://www. time. om/time/magazine/article/0,9171,421047,00. html 02) Poniewozic, James. â€Å"Why Reality TV IS Good For Us† February 12th 2003. Time. November 6th 2010 http://www. time. com/time/magazine/article/0,9171,421047,00. html 03) Halpern, Jake, â€Å"Fame Junkies† Houghton Mifflin Harcourt. November 6th 2010 http://www. houghtonmifflinbooks. com/booksellers/press_release/fame/ 04) Boyse, Kyle, â€Å"Televion And Children† University of Michigan Health System. Updated August 2010. Accessed November 6th 2010. http://www. med. umich. edu/yourchild/topics/tv. htm