Dimmesdale Vs. Chillingworth Essays - Roger Chillingworth

Dimmesdale vs. Chillingworth Near the end of the novel, Arthur Dimmesdale tells the following to his fellow adulteress Hester concerning Roger Chillingworth: We are not, Hester, the worst sinners in the world. There is one worse than even the polluted priest! That old man's revenge has been blacker than my sin. He has violated, in cold blood, the sanctity of a human heart. He is referring to Roger Chillingworth's malign behavior towards Hester and, especially, himself. . In his priestly way, he has just made a comparative moral judgment. Although Chillingworth is indeed the one in pain because of being cheated, I feel that his actions are not entirely morally justified. Thus, I agree with Dimmesdale. Although Dimmesdale committed one the seven worst sins and broke one of the ten commandments (all while being a minister and reverend), he still chose to seek repentance and forgiveness (given ample time). He lived ridden with guilt; this, however, could have been avoided had it not been for Chillingworth. He is, in part, an evil type that has a cold heart for observing but not feeling. As a wise man once said, He is all head, and no heart. Chillingworth's very appearance is villainy with its smolde ring eyes and dark, sooty face. Chillingworth's appearance aside, his very singleness of purpose is inhuman. For seven years, he has only one thought: to find and torment the man who has betrayed him. Being a 'wronged' husband, his lust for revenge is therefore not unnatural, but his method of revenge is indeed unacceptable. No sword or poison for Chillingworth. He takes the psychological approach. As far as being cutting with Hester, his kind actions and words later give way to deep and subtle purposes. There is apparently a big difference between what Chillingworth does and what he means. And Chillingworth goes beyond the relief of physical suffering. For one brief moment, he offers Hester a fair measure of understanding. The husband takes it on himself to share the blame for his wife's folly. We are left, instead, with a villainous fiend consumed with hate. All of the demonic imagery connotated with him is a sign of evil intent, for Chillingworth's real purpose is for the pursuit of death, instead of the pursuit for life. He is planning revenge, though not against Hester, but her lover. Somewhere along the line, by intruding on Dimmesdale's private life, Chillingworth has crossed a boundary. He is not in the human realm any more, but in the demonic sphere of soul possession. If you look up the word leech in the dictionary, you will find at least two meanings: a blood-sucking insect, and a doctor. The title of two of the chapters point, on the one hand, to Chillingworth's newly assumed career as a doctor, and, on the other hand, to his role as emotional parasite. He is now a man who lives off another's suffering. His persistent adulating comments toward Dimmesdale are there only to set up his downfall. They reflect the community's reverence for Dimmesdale, and so keep the minister off guard. He almost hears Dimmesdale thinking. I feel that Chillingworth is guilty of more than a betrayal of friendship or an abuse of a doctor's privilege. He is trespassing on holy ground by falsely entering another's soul. The fires in Chillingworth's laboratory are said to be fed with infernal fuel, and his face is getting dark and grimy from the smoke. Revenge is his sole reason to exist. He starts uttering pious truths only to play on Dimmesdale's guilt. It doesn't even bother Chillingworth,though, that he is living a lie. The man is evil and insidious, yet his words often have the pure, crystal ring of truth. In one of the biggest paradoxes in the novel, Chillingworth, being a physician, has only been pretending to minister to Dimmesdale's ailments while in reality adding to his distress. The fact that Chillingworth isn't willing to forgive the minister only makes him look worse. Being the parasite, he cannot live on without the minister. After the minister's passing, Chillingworth shrivels up emotionally; he dies without confronting his true problems. Whereas the minister temporarily, in Hester's arms, yielded to the claims of the flesh, he

Whats a Good PSAT Score for 2015

What's a Good PSAT Score for 2015 SAT / ACT Prep Online Guides and Tips With all the scoring changes on the redesigned College Board exams, what counts as a "good score" on the PSAT these days? There are a few factorsyou can use to define what's good: score percentiles, National Merit criteria, andyour own personal goals for the PSAT and the SAT. First, it's critical to understand how the PSAT is scored. This guide will review the scoring scale of the PSAT, along with National Merit Scholarship Corporation's Selection Index, so you know what counts as a goodPSAT score. To start off, let’s go over a few key PSAT terms that will help you understand the rest of this guide. PSAT Scoring Terms: A Glossary Before examiningthe scoring scale of the PSAT, let’s review a few important terms: scaled scores, section (or test) scores, raw scores, subscores, and National Merit Selection Index. By understanding the difference between these terms and how they relate to one another, you’ll have a clearer understanding of the rest of this articleas wefigure out what makes for a â€Å"good† score on the PSAT. Scaled scores: your overall PSAT scores, which fall between 320 and 1520. Math accounts for half of this score (160-760), and the Reading section and Writing and Language section account for the other half together (160-760). Section (or test) scores: your scores by section, which fall between 8 and 38. You’ll get three section scores, one for Math, one for Reading, and one for Writing and Language. Raw scores: the number of correct answers by section. Your maximum potential raw scores varyby section. Subscores:seven scores between 1 and 15 that tell you how you did on certain types of questions. The questions fall into these seven categories:Command of Evidence, Words in Context, Expression of Ideas, Standard English Conventions, Heart of Algebra, Problem Solving and Data Analysis, and Passport to Advanced Math. National Merit Selection Index: the scale used by the National Merit Scholarship Corporation to determine eligibility for Commended Scholar and Semifinalist. The Selection Index for the PSAT will fall between 48and 228. As you can see,you’ll get a lot of different scoreson your PSAT score report. Now that you have a preliminary sense of these terms, let’s look in more detail at how the PSAT scoring system works. How Is the PSAT Scored? As you read above, the PSAT has aminimum possible score of 320 and a maximum of 1520. Both the low and high end of this range are shifted about 80 points lower than the scoring scale of the SAT, to account for the fact that the PSAT is a somewhat easier test. Math isscored from 160 to 760, and Reading and Writing (technically called Writing and Language) isscored together from 160 to 760. Math makes up half the total score while the Reading and Writing sections will make up the other half together. You can think of the PSAT as half math and half verbal. While your final score will lump Reading and Writing together, you'll get a chance to see your performance on each the three separatesections. In addition to your overall scaled scores, you’ll get three section scores - one for Math, one for Reading, and one for Writing, that fall between 8 and 38. These numbers may feel a little random, but it’s actually pretty easy to convert from your section score to your scaled score. To get your math scaled score, just multiply your section score by 20. To get your Reading and Writing scaled score, add your section scores together and then multiply by 10. This chart gives you one hypothetical example of a student who got section scores of 28, 32, and 34 on Reading, Writing and Language, and Math, respectively: Test Test Score Section Score Total Score Reading 28 (28 + 32) * 10 = 600 600 + 680 = 1280 Writing and Language 32 Math 34 34 * 20 = 680 At the risk of making things more confusing, I'll quickly add that your score report shouldalso tell you your â€Å"raw score,† which is simply one point for each correct answer. Since there are 47 questions on Reading, you could get a max raw score of 47. On Math there are 48 questions, so you could get a max raw score of 48. Finally, on Writing, there are 44 questions, so you could get a max raw score of - you guessed it - 44. Again, your raw score simply reflects the number of questions you answered correctly. Then that raw score is converted to a section score and, finally, your scaled scores. Now that you have a sense of the PSAT’s scoring system, let’s consider our original question: what isa good PSAT score? What Makes for a Good PSAT Score? There are a few ways we can define â€Å"good.† First, we can look at the scores that rank in a high percentile compared to the scores of other test-takers. Second, we can look at what scores qualify for National Merit distinction and scholarships. And third, we can look at what your PSAT scores predict for your performance on the SAT. Let's start by reviewing how percentiles work and how you can predictthe strength of your PSAT scores. Want to improve your SAT score by 160points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: What Are PSAT Percentiles? Once you get your scores back, you'll see the different values described above - your raw scores, your section scores, and your scaled scores. Additionally, your score report will tell you your percentiles. Your score report will tell you two percentiles: the Nationally Representative Sample percentile and the User Percentile. Your Nationally Representative Sample percentile may look higher, since it confusingly includes projections for all students in a grade, even those who typically don'tthe PSAT. It seems that your User percentile will be the most reliable piece of data, since it only includes students whoare actually very likely to takethe PSAT. Therefore, the chart below gives you User percentiles, or for how your PSAT scores compare to other students in your grade who took the test. So how do percentiles work? They simply tell you the percentage of students compared to which you scored higher or the same. If your scaled scores land in the 80th percentile, for example, then you scored the same as or higher than 80% of other test-takers. The other 20% scored higher than you. Students' performance varieson Math, Reading, and Writing, so a score of 600 on Math, for example, may translate to a different percentile than the same score on Reading and Writing. Readon to see how scores from the new PSAT are expected to convert to User Percentiles. What PSAT Scores Will Rank in a High Percentile? This chart has the full list converting PSAT/NMSQT scaled scores to percentiles.This information is sourced fromCollege Board's dataon the PSAT administered in October 2015. As you read through the chart, notice thatyou don't have to have a perfect scaled score to make it into the top 99%. This is important if you're aiming for National Merit - you don't have to get a perfect score to make it into the top 1%. Score Reading and Writing Math 760 99+ 99+ 750 99+ 99+ 740 99+ 99 730 99+ 98 720 99 98 710 99 97 700 99 97 690 98 96 680 98 96 670 97 95 660 96 94 650 95 93 640 94 93 630 92 92 620 91 90 610 89 89 600 86 88 590 84 86 580 82 83 570 79 80 560 77 78 550 74 74 540 71 70 530 67 66 520 63 61 510 59 59 500 54 55 490 50 50 480 47 45 470 43 39 460 39 36 450 35 33 440 32 27 430 28 23 420 25 19 410 23 16 400 21 14 390 18 11 380 15 8 370 11 6 360 9 5 350 7 4 340 5 3 330 4 1 320 2 1 310 1 1 300 1 1 290 1- 1 280 1- 1 270 1- 1 260 1- 1 250 1- 1 240 1- 1 230 1- 1- 220 1- 1- 210 1- 1- 200 1- 1- 190 1- 1- 180 1- 1- 170 1- 1- 160 1- 1- This conversion might vary a bit each year, and College Board's data on the new PSAT is still preliminary and subject to change. In previous years, the Math section was slightly more competitive than Reading and Writing. Similarly, math getsnoticeably more competitive as you look at the lowest scores, and you would need 30 to 40 points higher in Math than in Reading and Writing to score in the 99th percentile. For the most part, though, both sections look like the same scores convert to more or less the same percentiles.At a few levels, Reading and Writing looks to be even more competitive than Math.Let's take a closer look at these percentiles totry to answer our original question of what makes a good score on the PSAT. The higher percentage, the better. What's a Good PSAT Score Based on Percentiles? Based on the chart above, an average PSAT score, or one that's right in the middle in the 50th percentile, is about 490 for both Reading and Writing and for Math. We can define good as being not just above average, but also as stronger than a significantmajority of other test-takers. Given that definition, these are approximately the scaled scores you need in each section to score in the 70th, 80th, 90th, and 99th percentiles. Percentile Reading and Writing Score Math Score Composite Score 70% 540 540 1080 80% 580 570 1150 90% 620 620 1240 99% 700 740 1440 As you can see, both sections convert to roughly the same percentiles except when you approach the 99th percentile. Then you'd need to score about 40 points higher in Mathto make it into the top 1%. Apart from scoring higher than other students, you might define a good score as one that qualifies for National Merit. Let's take a look at what you need to qualify. Want to improve your SAT score by 160points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: The original National Merit Scholar. What's a Good PSAT Score for National Merit? The percentiles in the chart above compare students all across the U.S who typically take the PSAT. To determine whether you qualify for National Merit, though, you actually have to look at how your scores compare to those of other students in your state. The National Merit Scholarship Corporation (NMSC) compares scores on a state to state basis. It names the top 3 to 4% of students Commended Scholar. To be named a National Merit Semifinalist, you have to score at the very top. National Merit Semifinalist distinction is given to the top 1%. The important thing to remember about National Merit is that it uses its own Selection Index. Since the PSAT changed its scoring system this year, this new Selection Index differs from that used in previous years. Before scrolling down to the chart below, read this next section to make sure you understand thePSAT Selection Index of today. Important: NMSC'sNew Selection Index National Merit has always used its own Selection Index, or scoring scale, to determine Commended Scholars and Semifinalists. In past years, this Selection Index looked a lot like PSAT scaled scores, so you may not have noticed. This year, though, it looks quite a bit different, even though it’s calculated in a similar way. As you read above, the PSATlumps together the Reading and Writing sections in one final scaled score. National Merit, however, still wants to consider these two sections, Reading and Writing, separately. Therefore, NMSClooks at your section scores rather than at your scaled score. It takes your Math section score, Reading section score, and Writing section score - all of which fall between 8 and 38 - adds them together, and then multiplies by 2. The NMSC Selection Index hasa scale between 48 and228. Confused yet? Let's look at an example. The Breakdown: NMSC’s New Selection Index Where does NMSC get this scale of 48 to 228? Let’s say you got minimum scores of 8 on each of the three PSAT sections. You could figure out your Selection Index by adding 8 + 8 + 8 (= 24) and then multiplying by 2 (= 48). That’s the lowest end of the Selection Index scale. What about the max Selection Index score of 228? You could get that with top section scores of 38 in all three sections. 38 + 38 + 38 = 114. Multiply that by 2, and you get 228. Now you can see that the Selection Index isn’t as random as it might have looked at first glance - it just relies on your PSAT section scores between 8 and 38, rather than your PSAT scaled scores between 160 and 760.You can also see why we took the time to go over all these terms at the beginning of the article! Based on reported data from individuals around the country, we've put together a list of every Selection Index cutoff across the United States for the PSAT in 2015. If you see any error with your state, let us know in the comments! Here are the qualifying scores from the old PSAT (2014 and earlier) and the new PSAT (2015 and later). State OldPSAT Cutoff New PSAT Cutoff Alabama 207 215 Alaska 210 213 Arizona 213 219 Arkansas 206 213 California 222 221 Colorado 213 218 Connecticut 220 220 Delaware 215 218 District of Columbia 224 222 Florida 211 217 Georgia 215 219 Hawaii 214 217 Idaho 211 214 Illinois 215 219 Indiana 212 217 Iowa 207 215 Kansas 213 217 Kentucky 210 215 Louisiana 208 214 Maine 212 214 Maryland 221 221 Massachusetts 223 222 Michigan 210 216 Minnesota 215 219 Mississippi 207 212 Missouri 209 216 Montana 206 210 Nebraska 209 215 Nevada 208 214 New Hampshire 212 216 New Jersey 224 222 New Mexico 210 213 New York 218 219 North Carolina 212 218 North Dakota 201 209 Ohio 213 217 Oklahoma 206 213 Oregon 217 219 Pennsylvania 216 218 Rhode Island 212 217 South Carolina 209 215 South Dakota 203 209 Tennessee 212 218 Texas 218 220 Utah 208 215 Vermont 213 215 Virginia 219 221 Washington 219 220 West Virginia 201 209 Wisconsin 208 215 Wyoming 204 209 Average 212 216 As you can see,New Jersey, DC, andMassachusetts require some of the highest scores to qualify. The average qualifying scores for all states isa little lower at around 216. If you haven't taken the PSAT yet and areserious about achieving excellent scores, then I'd recommend aiming for at least 2 to 5 points higher than these cutoffs, as the actual qualifying scores can vary from year to year. How can you figure out your target section scores? By understanding where the new Selection Index comes from, you can take our estimate for your state and simply work backwards. Let’s consider a few examples. How to Calculate Your Target Scores for National Merit As you read above, National Merit will take each of your section scores between 8 and 38, add them together, and multiply by 2. To figure out your target scores by section, take these steps and go through them in reverse. First, divide your state’s cutoff qualifying score by 2. Let’s say you live in New Jersey, and your cutoff will be an estimated 222. Divide that in half and you get 111 (222 / 2 = 111). Now, your section scores in Math, Reading, and Writing should add up to 111. Divide 111 by 3 and you’re looking at a 37in each section: 111 / 3 = 37. You could define your target scores as about 37 in each section - or a little higher to be safe. If you’re more confident in Math, then you could aim for a top math section score of 38. Then you’d have slightlymore wiggle room in Reading and Writing. Depending on your strengths and weaknesses, you can setyour target scores in theoptimal way. To review, you can define your target section scores by dividing your state’s cutoff in half. Then divide by 3 to get a sense of what you need in each section of the PSAT. Customize your target section scores from there. Of course, only a small number of students are actually aiming to score in the top 1%. You may very well be deciding what's a good PSAT score based on your own goals for the test, as well as for the SAT and ultimately, college. Pause for your quintessential collegiate building. What's a Good PSAT Score for Your College Plans? Even if you're not competing for National Merit, the PSAT still matters and is an important test along the path to college. It's valuable practice for the SAT and can help predict your SAT scores. The redesigned exams are very similar, with matching content and format and comparable scoring systems. By doing some research into the colleges you're interested in, you can figure out what you need to score on the SAT. Simply Google the name of your school, along with "average SAT scores." Most schools release data on the average SAT scores of accepted students, so you have a sense of what you need to be a competitive candidate. Then you can use your PSAT scores to determine where you're currently scoring and how much more you need to improve. Based on your target scores and time you can commit to prep, you can design a schedule to prep and raise your scores. The following is a rough estimate of how many hours you need to devote to studying to achieve certain score improvements on the PSAT. 0-50 SAT composite point improvement: 10 hours 50-100 point improvement: 20 hours 100-200 point improvement: 40 hours 200-300 point improvement: 80 hours 300-500 point improvement: 150 hours+ Whether or notyou've already taken the SAT, your PSAT score is a useful starting pointto measure your level and figure out where you need to go from there. Then you can make a study schedule to get yourself where you want to be. Finally, these are the most important points to remember when you take the PSAT and determine whether or not you're satisfied with your scores. Key Points to Remember If youtookthe PSAT in October 2015, you were kind of a College Board guinea pig. 2015 wasthe first year featuring the redesigned PSAT with a new scoring scale and Selection Index.Remember that the PSAT is now scored between 320 and 1520, which is a composite of the Math section and the Reading and Writing sections together. To score in the 70th percentile or above, you want to aim for at least a 540in Reading and Writing and a 540 in Math (or a composite of 1080). To qualify for National Merit, you'll need something like an impressive Selection Index score of214, or a section score around 35 to 36 in Math, Reading, and Writing. The PSAT is a valuable benchmark that you can use to plan your studying for the SAT. Make sure to check your PSAT scores right away to see if you need to take any further steps, like for National Merit, and to move forward with your SAT prep. What's Next? For more on the changes that weremade to the PSAT in 2015, check out our complete PSAT guide. Then head on over to these free PSAT practice tests and other resources to prepare for the exam. Are you wondering what makes a good SAT score? This article breaks down the percentiles so you can see what exactly counts as a bad, good, and excellent score on the SAT. Besides the PSAT/NMSQT that qualifies for National Merit when you take it as a junior, College Board now also offers the PSAT to 8th, 9th, and 10th graders to prepare. Learn about the PSAT 8/9 and the PSAT 10 and how to decide between these tests and the regular PSAT. Disappointed with your scores? Want to improve your SAT score by 160points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Michelangelos First Painting Term Paper Example | Topics and Well Written Essays - 1000 words

Michelangelos First Painting - Term Paper Example This essay discusses the Michelangelo’s first painting, that was the Torment of Saint Anthony. The researcher states that it is believed to be the â€Å"earliest known painting† of Michelangelo in the age of â€Å"12 or 13 years old†. It is dated back to â€Å"1487-88,† when Michelangelo had befriended an assistant in â€Å"the workshop of Domenico Ghirlandaio in Florence† which did an engraving of Saint Anthony from a â€Å"German master called Martin Schongauer†. The issue is discussed in the essay by the researcher whether it is the master – who spectacularly painted the Sistine Chapels in Vatican – has did the painting or other artists in the workshop is an immense matter of interest among art experts. But circumstances of the time of Michelangelo’s painting had magnified the possibility that indeed the Torment is Michelangelo’s first painting. It is also said that during the development of the said painting, t he Michelangelo visited fish market "portray fish scales†. The researcher also mentiones that if Torment is indeed Michelangelo’s, then it will be a prized find by the Kimbell Art Museum in America. The researcher describes the over-all composition of the work, it's visual elements and design principles as well as interpretation of the work and the aesthetics and the meaning of the work. The researcher then concluds that the painting itself is more than beautiful – it is meaningful even. All the elements complement well with the theme and the use of dramatic colors and striking lines made the painting simply meaningful.

Managing in public and private sector Essay Example | Topics and Well Written Essays - 1500 words

Managing in public and private sector - Essay Example It is imperative to relate the inherent differences and similarities between private and public sectors based on their primary objectives as aforementioned. The paper explores similarities and differences in strategic management between the private and public sector. There are significant strategic administrative similarities between the public sector and private sector. It is imperative that both the sectors greatly relies on common business administration techniques including planning, budgeting, organization, delegation, and control in conducting daily activities. The aforementioned administration techniques are imperious for all business entities and consequently, both private and public sectors have to apply them in strategic management. For instance, budgeting for business involvement in specific functions remains as a vital activity in both public and private management activities. Both the sectors require budgeting techniques to ensure minimal use of resources and exploitation of business finances. Furthermore, both the public and private sectors require use of planning techniques in remaining relevant to market trends and developments. Planning is an imperious activity for all business entities and managers who aim at success and achiev ement of organizations goals. In addition, planning is of central importance for strategic managers who aim at overcoming competition in the market. Apparently, both the private and public sectors require comprehensive planning techniques in strategic management to enable them achieve their objectives (Desmarais & Abord de Chatillon, 2010). Corporate social responsibility relates to business organizations’ involvement in non-profit activities within the society. Majority of organizations engages in corporate social responsibility to enable them create a good public image within the community that they operate. It is the responsibility of a business entity to attract interest from the public

Psychology Essay Example | Topics and Well Written Essays - 1250 words - 9

Psychology - Essay Example My feelings only increased during the scenes in which the Titanic actually sunk. The people cared for nobody but themselves, and the rich passengers seemed to think that because they had more money that they were more important when it came to getting on the lifeboats and being rescued. Other people were shunted aside, including women and children, so that some of the rich men could be selfishly saved. I also felt saddened by the fact that the movie is based on true events. Though there are no records of the characters of the film, as they were all fictional, the sinking of the Titanic was very much real. As I watched the devastation of the characters trying to survive, I realized that the people who actually experienced the sinking ship probably went through similar experiences. They no doubt felt the same fear and uncertainty that the characters portrayed. This was one of the most memorable events in our history and watching even a fictionalized version of what took place makes me upset because of the people that were lost that night. The movie 2012 is an exciting film about what some people assume might take place on December 21, 2012, which many people believe might be the end of the world. This is according to the Mayan calendar, which I believe to be misunderstood. Even though I believe that there is almost no chance that the world will end on that day, the movie still makes me feel nervous and frightened. After spending so much time thinking of theories of how the world could end, they finally present us with a visual representation. This makes me never because I think that anything can happen to the world. It probably will not play out like it did in the movie, but anything else is really possible. It brings into perspective that the world could really end, and the hype around the end of the Mayan calendar is not helping much. And since so many

Analysis of Healthcare Models

Analysis of Healthcare Models The biomedical and social model for health The Ottawa Charter for Health Promotion VicHealth and VicHealth funded projects Many models of health exist thorough out the world. When a government or organisations is determining the most appropriate model to implement factors such as cost, ability to achieve desired outcomes and feasibility must be considered. The models of healthcare that play the largest role in the health of Australians are the biomedical and social models of health. The biomedical model of health The biomedical model of health focusses on optimum physical health for individuals. This model focusses on diagnosis and treatment of health conditions, with the goal of returning people to their pre-condition healthy state. This model relies heavily on hospitals, pharmaceuticals and medical technology to achieve this goal and is an expensive model. The biomedical model is widely accepted and forms the basis of health care throughout the western world. Advantages and disadvantages of the biomedical model of health Advantages Increases populations life expectancy as treatments advance Effective at treating common problems and returning people to a healthy state Can lead to advances in medical technology Can improve the quality of life for people with chronic conditions via medications etc. Disadvantages Use of advanced medical technology and the health system to diagnose and treat conditions is costly for governments Does not address factors that lead to the development of particular health conditions Not all health conditions can be cured, however they can often be managed via behaviour modification which this model does not consider Paying for medications and treatment via the biomedical approach can be expensive for individuals The social model of health The social model of health focusses on influences that can lead to poor health. It aims to improve health and wellbeing by directing efforts towards addressing social, economic and environmental determinants of health. Instead of an individual approach, this model focusses more broadly on communities and populations in an attempt to promote optimal health. There are five key principles to the social model of health: Addresses the broader determinants of health Factors such as gender, socioeconomic status, culture, physical environment, education and ethnicity can influence the health of people. The social model of health looks beyond the biological determinants and focuses on how health and wellbeing can be influenced by such broader determinants. Acts to reduce social inequities Quality of healthcare, access and use of healthcare should be equal across all groups in the community. The social model of health acts to ensure socioeconomic status, gender, race, locality or physical environment do not reduce equity. Empowers individuals and communities When people gain increased control over decisions and actions influencing their health they become empowered. The social model of health acts to empower and this may occur through increased health knowledge and can happen on an individual basis or collectively as a community. Acts to enable access to healthcare Health care and health information should be accessible and affordable to meet peoples needs. Social determinants that can influence this access include socioeconomic status, cultural barriers and education levels. The social model assists to lower such barriers to enable access to health care. Involves intersectorial collaboration The government, non-government organisations and the private sector should work in a partnership to address the broader determinants that influence individuals health. Greater community health has positive implications for all sectors and collaboration should be sought between such groups. Acronyms are often a handy way to remember much of the knowledge covered in the HHD course. The acronym AREAS or IDEAR may be used to remember the principles of the social model of health. AREAS Addresses Reduce Empowers Acts interSectorial IDEAR Intersectorial Determinants Empowers Access Reduce Closing the gap campaign demonstrating the principles of the social model of health. Since 2006, Australias peak Indigenous and non-Indigenous health bodies, NGOs and human rights organisations have worked together to achieve health and life expectation equality for Australias Aboriginal and Torres Strait Islander peoples. This is known as the Close the Gap Campaign. The Close the Gap Campaign partners have developed targets to support the achievement of Indigenous health equality over many areas. Key targets include those to support: significant reductions in the rates of Aboriginal and Torres Strait Islander death and illness from diseases and chronic conditions; the delivery of the necessary primary health care services for health equality to Aboriginal and Torres Strait Islander communities, particularly by Aboriginal Community Controlled Health Services; big improvements to housing (so that it supports good health) in Aboriginal and Torres Strait Islander communities; a dramatic increase in the availability of fresh and healthy food supplies in Aboriginal and Torres Strait Islander communities; and significant reductions in the rate of smoking among Aboriginals and Torres Strait Islanders. The Closing the gap campaign reflects the principles of the social model of health in the following ways: Addresses the broader determinants of health: The program is attempting to address determinants such as behavioural practices, such as healthy food consumption, and social influences, such as housing, that impact on the health of indigenous people. Acts to reduce social inequities: Social inequalities such as access to healthcare are being addressed in this program. Empowers individuals and the community: Providing an increase in the availability of fresh and healthy food supplies, allows individuals and communities the choice to engage in health behaviour. In conjunction with education regarding the benefits of these foods, this program will attempt to empower people so they feel they have control over their health. Acts to enable access to healthcare: Increasing access to primary healthcare services, including delivery of these services by Aboriginal and Torres Strait Islanders where possible, reduces barriers that may prevent indigenous people from achieving optimal levels of health.- Involves intersectorial collaboration: In this campaign government and non-government organisations are working together and therefore there is the ability to influence a broad range of social factors that influence indigenous health. Other programs that are based on the social model of health include the Swap it, Dont stop it initiative, the Quit campaign and the SunSmart program. A progressive society, such as Australias, does not choose to use either the biomedical model of health or the social model of health, but incorporate both approaches to strive for optimal levels of health within their population. The Ottawa Charter for Health Promotion One of the most significant contributions to the evolution of Public Health occurred at the First International Conference on Health Promotion held in Ottawa, Canada in 1986. Stemming from the social model of health this conference saw the development of The Ottawa Charter for Health Promotion. The Ottawa Charter is a framework to assist governments and organisations around the world when developing health promotion strategies. The Ottawa Charter recognises that in order for health gains to occur the following basic conditions and resources must be available: Peace Shelter Education Food Income A stable eco-system Sustainable resources Social justice and equity The Ottawa Charter also outlines that the following three basic prerequisites are the foundation for health promotion: Advocate Political, economic, social, cultural, environmental, behavioural and biological factors can all favour health or be harmful to it. Health promotion action aims at making these conditions favourable through advocacy for health. Enable Health promotion focuses on achieving equity in health. Health promotion action aims at reducing differences in current health status and ensuring equal opportunities and resources to enable all people to achieve their fullest health potential. Mediate Health promotion demands coordinated action by all concerned: by governments, by health and other social and economic sectors, by nongovernmental and voluntary organization, by local authorities, by industry and by the media. Professional and social groups and health personnel have a major responsibility to mediate between differing interests in society for the pursuit of health. Priority / Action Areas of the Ottawa Charter for Health Promotion When health promotion strategies and programs are devised by governments or organisations there is the intent to achieve various health outcomes. The following priority or action areas are recommended for use by The Ottawa Charter for creating a health promotion program. Not all areas need be addressed in every strategy. Build Healthy Public Policy This action area asks governments and organisational policy makers to be aware of the health consequences of their decisions and to accept their responsibilities for health. Policies that involve taxation and legislation can influence the behaviours of individuals, leading to either positive or negative influences on health. For example a legislation that prevents people from smoking indoors at a restaurant, can then make it easy for a family to decide to go out for dinner and not put the health of their family members at risk. Health promotion encourages health to be on the agenda for policy makers in all sectors and all levels. Create Supportive Environments This action area recognises the link between health and our societal and natural environment. Changing patterns of life, work and leisure have a significant impact on health. Work and leisure should be a source of health for people. The way society organises work should help create a healthy society. Health promotion generates living and working conditions that are safe, stimulating, satisfying and enjoyable. Protecting natural and built environments and conserving natural resources is an important part of health promotion given the influence they can have on maintaining health. For example, work places that have natural lighting and fresh air support the health of their staff. Strengthen Community Actions This action area recognises that community participation in setting priorities and making decision on the direction of health matters can lead to empowerment. When a community feels like its voice is being heard this can lead to increased participation and engagement in health promotion activities. For the community to draw on its human and material resources to promote good health it requires access to information, learning opportunities and funding support. Develop Personal Skills To increase options for people to exercise more control over their health personal and social development needs to occur. Providing information, education and opportunities for skill development whether that be at school, home, work or in the community will allow for learning and development of personal skills to occur. Reorient Health Services This action area recognises the need for the health promotion message to be shared amongst more than doctors and hospitals it needs to be shared among individuals, community groups and governments also. For example, if new medical knowledge exists regarding limiting the prevalence of childhood obesity, medical staff should be encouraged to share this information at community forums and via school visits. SunSmart program demonstrating the Ottawa Charter priority / action areas. Cancer Council Victoria  and the  Victorian Health Promotion Foundation  first funded SunSmart in 1988 in Victoria.Since inception the program has prevented more than 100,000 skin cancers and saved thousands of lives making it one of the most successful programs in Australia. Today  SunSmart is a multi-faceted program recognised for providing leadership and innovation in ultraviolet radiation (UV) protection. Programs operate in each state and territory of Australia by respective Cancer Councils, all using common principals but tailored to jurisdictional priorities.  The sun protection message is currently  Slip! Slop! Slap! Seek! Slide! SunSmart seeks to influence individual sun protection behaviours, those with responsibilities for protecting others and broader environmental change. SunSmart also aims to promote and improve the awareness of a balanced approach to UV exposure and the link with  vitamin D. Building Health Public Policy: The program is an advocate for change and implementation of SunSmart recommendations in schools , workplaces and local government areas. Create Supportive Environment: Encouraging schools, workplaces and governments to provide shaded areas for people when they are outdooea creates an environment that supports the SunSmart approach. Strengthen Community Actions:By working with various groups in the community, such as early childhood centres and sporting clubs, to reduce UV exposure the program is reducing the risk of skin cancer. Develop Personal Skills: The Slip, Slop, Slap, Seek, Slide advertising campaign is teaching people strategies to decrease their risk of developing skin cancer. Reorient Health Services: Working with a variety of groups and individuals across the health sector improves knowledge and skills that people have for reducing UV exposure. Other programs that incorporate the Ottawa Charter priority / action areas include the Swap it, Dont stop it initiative, the Quit campaign and the Closing the gap campaign. An acronym to assist remembering the first word of each Ottawa Charter action area is Bad Cats Smell Dead Ratsà ¢. VicHealth The Victorian Health Promotion Foundation, more commonly referred to as VicHealth was established in 1987 and works in partnership with organisations, communities and individuals to make health a central part of daily living. The focus of VicHealth is primarily on health promotion and prevention of health conditions for Victorians. VicHealth does not implement programs but advocates and financially support health promotion initiatives. The mission of VicHealth is to build the capabilities of organisations, communities and individuals in ways that: change social, economic, cultural and physical environments to improve health for all Victorians; strengthen the understanding and the skills of individuals in ways that support their efforts to achieve and maintain health. The mission of VicHealth guides the selection of the organisations strategic priorities, which reflect the Tobacco Act 1987 and are founded on principles of equity. The priorities for focus in the VicHealth strategic framework are: Reducing smoking Improving nutrition Reducing harm from alcohol Increasing physical activity Increasing social and economic participation Reducing harm from UV exposure. VicHealth reflects the social model of health by participating in business activities that draw on the Ottawa Charter. Health promotion actions that VicHealth are involved in are activities that: Create and use knowledge acquired through research and evaluation. Create environments that foster good health. Encourage the development of systems that support and sustain health. Communicate about priority health issues. Develop communities which are inclusive, accessible, equitable and safe. Support organisations to plan, implement and evaluate health promotion activity. Facilitate participation and skill development. Contribute to, and advocate for, healthy public policy and regulation. VicHealth also reflects the social model of health via its Key Result Areas (KRA). These are the targets they have set for the organisation over a particular period. VicHealth Key Result Areas KRA 1 Health inequalities 1.1 Improve the physical and mental health of those experiencing social, economic or geographic disadvantage. 1.2 Contribute to closing the health gap between Indigenous and non- Indigenous Victorians. KRA 2 Participation 2.1 Increase participation in physical activity. 2.2 Increase opportunities for social connection. 2.3 Reduce race-based discrimination and promote diversity. 2.4 Prevent violence against women by increasing participation in respectful relationships. 2.5 Build knowledge to increase access to economic resources. KRA 3 Nutrition, tobacco, alcohol and UV 3.1 Create environments that improve health. 3.2 Increase optimal nutrition. 3.3 Reduce tobacco use. 3.4 Reduce harm from alcohol. 3.5 Reduce harmful UV exposure. KRA 4 Knowledge 4.1 Produce, synthesise and translate practical health promotion knowledge. 4.2 Evaluate health promotion practice. KRA 5 Communications 5.1 Develop, implement and evaluate marketing and communications approaches to improve health. 5.2 Develop evidence on effective social marketing. 5.3 Provide accurate, credible and timely information to stakeholders on health promotion issues. KRA 6 Business operations 6.1 Ensure effective business and risk processes and systems. 6.2 Develop high-performing people in a healthy and sustainable work environment. 6.3 Operate transparently and with accountability. VicHealth funded projects VicHealths programs and projects focus on improving the health of all people in Victoria, including addressing differences in health status between population groups. Programs are guided by the latest evidence and there is an attempt to invest in a range of activities in sectors as diverse as sport and active recreation, the arts, education, planning and built environment, community and local government. These programs promote changes in policy and practice that can influence peoples ability to sustain a healthy lifestyle. Activities supported since the Foundations establishment in 1987 have contributed significantly to public health improvements in Victoria. The reduction of smoking prevalence among adults is one of the success stories in the effectiveness of comprehensive, well-funded and sustained programs for improving health. Two VicHealth funded programs are outlined below, accompanied by potential health outcomes of each project and how they reflect the social model of health: VicHealths Arts About Us program encourages dialogue about the benefits of cultural diversity and the harm caused by race-based discrimination. Arts About Us currently provides three-year funding to 16 community and arts organisations that have partnered with VicHealth. Each project is working with various organisations to create and showcase art that strengthens cultural understanding, celebrates cultural diversity and generates discussion about the effects of race-based discrimination. Potential health outcomes of this program include; Breaking down the social isolation that people involved in the program may have experienced, thus leading to improvements in peoples social health. Building social connectedness for community groups and individuals that come together in such a program is positive for social health. Building the self-esteem of people whose art may be displayed is positive for social health. Raising community awareness of race-based discrimination may possibly lead to less discrimination and therefore has associated mental health benefits. Economic benefits may stem from people whose art skills are recognised. Resulting employment may have associated health benefits for these people. How this program reflects the principles of the social model of health; Strengthening cultural understanding and raising awareness of issues such as race-based discrimination aims to reduce social inequalities. Celebrating diversity aims to empower individuals and communities so they have the confidence to participate in the community. Culture is a broad determinant of health that is being targeted in this program. As of  November 1, 2011, it is now against the law in Victoria to serve alcohol in a private home to anyone under 18, unless their parent or guardian has given permission. The teen drinking law web resource launched by VicHealth, the Australian Drug Foundation and the Victorian Government is aimed at parents, adults and young people  and gives practical information about the new law change. The website encourages parents and children to discuss alcohol consumption, provides information on short term and long term harm that may result from alcohol and how to reduce these risks. Potential health outcomes of this initiative include; Raising community awareness of the new law may reduce the degree of underage alcohol consumption with associated health benefits. Social health benefits may result when parents and their children communicate about alcohol consumptions and the associated risks. Physical health benefits may result when young people are educated on safe consumption of alcohol. Mental health benefits may result when parents are reassured that there is a law protecting their children from accessing alcohol from other adults. How this program reflects the principles of the social model of health; Teaching young people and adults about alcohol consumption addresses the broader determinants of health, particularly education. When young people are educated about alcohol and its effects they are empowered to take control over the decisions that they make in their lives. For further practice on how VicHealth reflects the principles of the Social model of health, head to the VicHealth website. Here you will find examples of many VicHealth funded programs. Identify several programs and make connections with the principles of the Social model of health. Get your teacher to read over your responses. Glossary Biomedical model of health Focuses on the physical or biological aspects of disease and illness. It is a medical model of care practised by doctors and/or health professional and is associated with the diagnosis, cure and treatment of disease. Mission A statement defines what an organization is, why it exists, its reason for being. Ottawa Charter for Health Promotion Developed by the World Health Organization this approach attempts to reduce inequalities in health. The Ottawa Charter for Health Promotion was developed from the social model of health. It considers health promotion as the process of enabling people to increase control over, and to improve, their health. The Ottawa Charter identifies three basic strategies for health promotion which are enabling, mediating, and advocacy. Social model of health A model that attempts to achieve improvements in health and wellbeing by directing effort towards addressing the social, economic and environmental determinants of health. VicHealth Is a Victorian government body that works with organisations, communities and individuals to promote health and prevent illness according to its priorities. Revision check checklist Can you explain the biomedical model of health? Can you explain the social model of health including the five principles? Can you explain the Ottawa Charter including the five priority action areas? Do you know VicHealths mission and strategic priorities? Do you know the potential health outcomes of a VicHealth funded project and how this project reflects the social model of Health? Revision Questions List three examples that represent a biomedical approach to health? Outline two features of the biomedical model of health? The QUIT campaign attempts to reduce the prevalence of smoking through assisting smokers to quit and not resume smoking. Describe how the QUIT campaign reflects two of the action areas of the Ottawa Charter? Explain the role of VicHealth in promoting health? VicHealth supports the Darebin Northern Interfaith Respectful Relationships Project. This project engages faith leaders and communities in Melbournes north to raise awareness of the problem of violence against women. The project helps faith and community leaders build their capacity to undertake primary prevention work. It incorporates a range of activities, including using scripture and teachings to promote respectful relationships, White Ribbon Day initiatives, interfaith declarations and peer mentoring programs. Explain, using evidence, two principles of the social model of health that are reflected in this program.

Impacts of Agricutlure on the Environemnt Essay -- Papers

Impacts of Agricutlure on the Environemnt The negative environmental effects of agriculture – water and air pollution, loss of habitats and biodiversity, greenhouse gas emissions, and nutrient losses – have received major attention and continue to persist. Environmental concerns arise from many agricultural activities and sources including concentrated livestock production, pesticide and chemical use, deforestation, drainage of wetlands, soil erosion from cropland, and the use of fragile lands. Damage to Soil Soil erosion from farmland threatens the productivity of agricultural fields and causes a number of problems elsewhere in the environment. An average of 10 times as much soil erodes from American agricultural fields as is replaced by natural soil formation processes. Because it takes up to 300 years for 1 inch of agricultural topsoil to form, soil that is lost is essentially irreplaceable. The consequences for long-term crop yields have not been adequately quantified. The amount of erosion varies considerably from one field to another, depending on soil type, slope of the field, drainage patterns, and crop management practices; and the effects of the erosion vary also. Areas with deep organic loams are better able to sustain erosion without loss of productivity than are areas where topsoils are shallower. Erosion affects productivity because it removes the surface soils, containing most of the organic matter, plant nutrients, and fine soil particles, which help to retain water and nutrients in the root zone where they are available to plants. The subsoils that remain tend to be less fertile, less absorbent, and less able to retain pesticides, fertilizers, and other plant nutrients. Why then is erosion allowed to ... ... of the many potential problems caused by the heavy use of chemicals in modern agriculture. This, combined with the rapid rise in the cost of fertilizers and pesticides, has led many farmers to seek ways of reducing their reliance on chemical- intensive methods of farming. A small but growing percentage of farmers are farming with no synthetic chemicals, and many others are reducing their overall chemical use. Agriculture research has begun to focus on ways of maintaining environmental quality while producing acceptable crop yields. One example is integrated pest management, aimed at controlling pests through a combination of methods that minimize undesirable ecological effects. Continuing research and education need to be conducted on farming practices that produce profitable yields while maintaining environmental quality and the long-term productivity of the land.

Monuments Men

Film The Monuments Men Based on a true story of what was a â€Å"treasure hunt† In Its most basic deflation, The Monuments Men portrays a hand selected World War II platoon on a mission that sends them to all edges of Western Europe in order to retrieve artistic masterpieces stolen by the Nazis and return them to their original owners. This special force of American and British museum curators, directors, art historians, and others scoured Europe for these stolen pieces of art while often unarmed and behind enemy lines.All the while, attempting to prevent the destruction of over 1 000 years of global culture. Before I watched the film, I vaguely knew about World War II, but a fair amount regarding Hitler and the Nazis. However, I did not know why they did It; why Hitler gave such orders or why so many people cooperated with their â€Å"movement†. After watching the movie, I still cannot say why he gave such orders militarily, but I can say why he ordered the kidnapping and eventual destruction of priceless art; leading to creation of â€Å"The Monuments Men†. Hitler was expelled from the ViennaAcademy of Art, which may seem unimportant but was probably his main motivation that the movie hints at. In the time I watched the film, I learned not only about specific pieces of art, but also about an underrated part during the climax of the Second World War led by none other than Doll Hitler. A culture is defined as â€Å"the arts and other manifestations of human intellectual achievement regarded collectively' (Merriam-Webster). The movie places emphasis on a loss of culture and identity throughout the world yet specifically on mankind's greatest artistic achievements (masterpieces).Hitler turned what was originally a civilian war, Into a beefing culture war. The movie describes Hitler as a man who wants to be thought of for his artistic expertise along as a ‘man of the people'. He wanted to culturally revive Germany and that would not hap pen until all of the people the Nazis considered enemies were destroyed. His way to take away the culture in this world was to take away our art – past and present. The Monuments Men were sent to retrieve nationalism for people who lost it when they lost priceless heirlooms and artwork within their homes and museums.That is what the movie wanted to portray, something bigger than retrieving art; retrieving a sense of pride for all of the entries affected by the war and returning it. This film is based loosely on the book The Monuments Men. Arguably many movies are adaptations to a book or original story, however, as we are moving further and further away from World War II, less movies, books, plays, etc. Are being produced regarding this time. Monuments Men filmmakers moved away from traditional and classical portrayal of history to a more modern version.In a traditional sense, dally life of key figures and populations would have more significance because the film basically do cuments a period of time or an entire war, for example. However, this film focuses on one specific event in great particular interactions and social attitudes, only using time as a reference point. The key points outlined in this film can be applied to other events, like artistic looting in current times, which showed the film was created from a more modern and innovation standpoint.They chose this event to traumatized because of the potential they saw in the original novel to bring new ideas into the historical film industry, all while portraying something interesting. This movie doesn't have the nature of a typical Hollywood feature film but still serves its purpose as historical evidence. The filmmakers did not overly change the original storyline in the book but still left things out, as many movies do. For example, there were 345 real life ‘monuments men' but the film executives chose to portray only 6.As mentioned above, filmmakers chose not to portray the daily lives of soldiers or villagers during wartime and those people could feel â€Å"left out†. However, they were not vital to the film and its storyline as â€Å"The Monuments Men† never saw real combat, therefore they had little interaction with real soldiers. Also, unless they were retrieving art from a home, they had no allegations with any commoners or villagers across Western Europe. Milk Klan wrote The Monuments Men Are Still at It for The Wall Street Journal in February. He writes in support of the U. S. Laity's efforts in World War II and in current wars. In this article specifically, Klan raises the point that the looting (of important works) is still very much so happening. He discusses how the U. S. Was criticized for intervening in the retrieval of the works during World War II but blamed for essentially overlooking the looting of the Iraq Museum. This film subtly shows this controversy extinguishing right and wrong with its depiction of how hard it was to gain approv al for the specific platoon at the beginning and then notifying the public about their findings/theories at the end.Skylark's main point is that monuments men still exist and are fighting for the same thing as their World War II ancestors; heritage conservation, yet more under the radar this time. When used to understand the film, I can see how much of a tough situation the U. S. Was in during the war and how difficult it was to find people genuinely interested in saving someone's culture, people who would later become â€Å"The Monuments Men†.

A Reality of Presence Essays - Emotions, The Bluest Eye, Free Essays

A Reality of Presence Essays - Emotions, The Bluest Eye, Free Essays A Reality of Presence A Reality of PresenceMarch 1995 In The Bluest Eye, Toni Morrison shows that anger is healthy and that it is not something to be feared; those who are not able to get angry are the ones who suffer the most. She criticizes Cholly, Polly, Claudia, Soaphead Church, the Mobile Girls, and Pecola because these blacks in her story wrongly place their anger on themselves, their own race, their family, or even God, instead of being angry at those they should have been angry at: whites. Pecola Breedlove suffered the most because she was the result of having others anger dumped on her, and she herself was unable to get angry. When Geraldine yells at her to get out of her house, Pecolas eyes were fixed on the pretty lady and her pretty house. Pecola does not stand up to Maureen Peal when she made fun of her for seeing her dad naked but instead lets Freida and Claudia fight for her. Instead of getting mad at Mr. Yacobowski for looking down on her, she directed her anger toward the dandelions she once thought were beautiful. However, the anger will not hold(50), and the feelings soon gave way to shame. Pecola was the sad product of having others anger placed on her: All of our waste we dumped on her and she absorbed. And all of our beauty, which was hers first and which she gave to us(205). They felt beautiful next to her ugliness, wholesome next to her uncleanness, her poverty made them generous, her weakness made them strong, and her pain made them happier. When Pecolas father, Cholly Breedlove, was caught as a teenager in a field with Darlene by two white men, never did he once consider directing his hatred toward the hunters(150), rather her directed his hatred towards the girl because hating the white men would consume him. He was powerless against the white men and was unable to protect Darlene from them as well. This caused his to hate her for being in the situation with him and for realizing how powerless her really was. Also, Cholly felt that any misery his daughter suffered was his fault, and looking in to Pecolas loving eyes angered him because her wondered, What could her do for her - ever? What give her? What say to her?(161) Chollys failures led him to hate those that he failed, most of all his family. Pecolas mother, Polly Breedlove, also wrongly placed her anger on her family. As a result of having a deformed foot, Polly had always had a feeling of unworthiness and separateness. With her own children, sometimes Id catch myself hollering at them and beating them, but I couldnt seem to stop(124). She stopped taking care of her own children and her home and took care of a white family and their home. She found praise, love, and acceptance with the Fisher family, and it is for these reasons that she stayed with them. She had been deprived of such feelings from her family when growing up and in turn deprived her own family of these same feelings. Polly held Cholly as a mode on sin and failure, she bore him like a crown of thorns, and her children like a cross(126). Pecolas friend Claudia is angry at the beauty of whiteness and attempts to dismember white dolls to find where their beauty lies. There is a sarcastic tone in her voice when she spoke of having to be worthy to play with the dolls. Later, when telling the story as a past experience, she describes the adults tone of voice as being filled with years of unfulfilled longing, perhaps a longing to be themselves beautifully white. Claudia herself was happiest when she stood up to Maureen Peal, the beautiful girl from her class. When Claudia and Freida taunted her as she ran down the street, they were happy to get a chance to express anger, and we were still in love with ourselves then(74). Claudias anger towards dolls turns to hated of white girls. Out of a fear for his anger the she could not comprehend, she later tool a refuge in loving whites. She had to at least pretend to

Do We Need Ratings for What We Watch on TV Essay Example

Do We Need Ratings for What We Watch on TV Essay Example Do We Need Ratings for What We Watch on TV Essay Do We Need Ratings for What We Watch on TV Essay Do We Need Ratings for What We Watch on TV? Name: Institution: Do We Need Ratings for What We Watch on TV? Introduction Every time one turns on the television to watch, there are countless programs to watch as there are many television stations. Most of these programs or almost all of them have some rating depicted with some letters such as TV-Y, TV-7, TV-G, TV-PG, TV-14 and TV-MA. All these letters represent the appropriateness of the program’s content to the different age groups. For instance, TV-Y programs are designed for young children while TV-MA programs are designed for adult only. The rating is determined by content such as explicit sexual nudity, suggestive dialogue and violence amongst other ratings. The main question is whether we need these ratings for every program that we view on television. These TV ratings have been around for almost two decades now. It is a television content rating system that was first introduced in December 1996 but became effective in January 1, 1997 in the United States. Before it was introduced, other ratings existed, established in 1968 by the Motion Picture Association of America film rating system, MPAA which had set the standards (Linder Gentile, 2009). However, the newer TV ratings were aimed at establishing standards that would allow voluntary rating for the broadcast and cable networks. It was adopted by most of the major United States broadcast as well as cable networks, which was in response to public concern about the increasing level of explicit sexual material, graphic violence as well as strong profanity within the television programs. There are several reasons why it is important to have these ratings for television (Linder, 2011). The main reason is because of children who are sensitive and vulnerable to content such as violence that would affect them at an early age. This research paper seeks to answer the question of whether we need ratings for what we watch on television. Literature Review A lot of research has shown that watching of television is related to hosting negative outcomes in children. Several studies have found that television watching especially with violent content is associated with increasing aggression amongst children as well as increased fear due to such violence (Linder Gentile, 2009). Currently, it is inevitable that children will watch television everywhere they go considering that almost every household in the United States have a television set. Therefore, the ratings come in to indicate what programs are suitable for them in order to avoid exposure to content that does not suit their age. This is especially important for parents in order to protect their young ones from content that could affect them negatively (Linder Gentile, 2009). The Rating System Before going even further towards answering our question, it is important to look at the ratings and what they represent in order to understand why they are needed. The TV-Y means it can be watched even by young children. This is a program designed for young children, with the theme being specifically designed for the young children aged between 2 and 6 years. The content is not likely to frighten them. TV- means the content is designed for seven of ages 7 and older. The content can contain some comic violence that would not be suitable for children below these years who are yet to understand between reality and make-believe content. TV-G is designed for general audience, meaning anybody at any age can watch including children even without parental guidance. However, this does not mean the program is specifically designed for children. The content contains hardly any violence or sexually oriented scenes (ParentsTV.org, 2010). TV-PG on the other hand means that children can view the c ontent under parental guidance since it may contain some scenes of mild violence, suggestive dialog and sexual context. TV-14 on the other hand means that the program is not suitable for children under the age of 14 years. Such programs may contain scenes with violence, sexual activity, drug use and profanity. Children under the age of 14 should be cautiously monitored if they have to watch such content. The final rating is TV-MA, which means it is designed for adults only. Therefore, children under the age of 17 should not be allowed to view such content. Such programs contain more scenes of violence, sexual nudity, profanity and drug use (ParentsTV.org, 2010). Exposing children to such content at an early age could have negative impact on children. Effects of Adult Content on Children Research shows that exposure to explicit material for children have a negative effect that could affect their future life. Such content has the tendency to sexualize children at an early age (ParentsTV.org, 2010). In the recent years, sexual content has been on the on the increase with many television programs showing a good amount of it even during primetime when children are most likely to b watching television. According to ParentsTV.org (2010), it was found that children are exposed to more than 10.8 incidents of explicit adult content every hour, which meant exposure every five and a half minutes of watching television (ParentsTV.org, 2010). The study carried out showed that children viewing PG rated content were likely to be exposed to sexual content at an early stage since the ratings have continue to under rate some of the programs. With such exposure to sexual content at an early age, the children become sexualized at an age they should not. The findings further show that a child watching a PG rated program in a period of two weeks would be exposed to 181 instance of sexual content, 239 instances of exposure to offensive language and 217 instances with violence. The finding further suggest that not only were the children exposed to the explicit adult content after every five and a half minutes while watching PG rated content, but also that the rating lacked the sub-ratings that indicate what content is contained in the program (ParentsTV.org, 2010). There were no descriptors to indicate the specific type of content. The descriptors include ‘S’ indicating sexual content, ‘D’ indicating suggestive dialogue, ‘L’ indicating coarse language and ‘V’ indicating violence. Without the descriptors, parents would not know the content that makes the program TV-PG. Thus; they have no clue about what the children are watching. This makes it hard to protect the children from inappropr iate content. The findings shows very minimal use of these descriptors, where 92% of explicit sexual content was aired without the ‘S’ descriptor, 36% of offensive language was aired without its descriptor, while 24% of this language included very harsh language (ParentsTV.org, 2010). Much of the content that children were exposed to from such content include words about sexual body parts, partial nudity, implied sexual intercourse, dialogue, curses, offensive epithets such as ‘Bitch’ and ‘Jackass,’ amongst others (ParentsTV.org, 2010). Violence included beatings, weapon violence such as shooting and stabbing, dismemberment amongst others including mutilation that is quite harmful to the children (ParentsTV.org, 2010). All these content is not appropriate for young children that are vulnerable to such language and scenes of violence and other behaviors including sexual disorientation. In particular, violence and coarse language has a far more effect on children since it can develop negative behaviors. According to KUNKEL (2006), violence on television affects children in three ways. The first one is through enhancing learning of aggressive behavior and attitude, the second one is desensitization where children’s callousness to victims of violence increases and finally, increasing fear of becoming a victim of violence. Of the three effects, it is the first one that has more adverse effects where violence in television is known to increase the propensity for violent behavior. â€Å"The statistical relationship between children’s exposure to violent portrayals and their subsequent aggressive behavior has been shown to be stronger than the relationship between asbestos exposure and the risk of laryngeal cancer†¦,† (Kunkel, 2006). Further, this study shows that violence in the television landscape is widespread, meaning that every child is lik ely to see some at some point as aforementioned. Additionally, the violence is presented in a manner that is sanitized as well as glamorized, which has the potential to affect children more. Finally, presentation of violence has remained quite stable and continues to increase daily with more and more entertainment releases all the time (Linder Gentile, 2009). After watching much of such content, the children are usually eager to know more and seek an explanation if they do not already know. Further, young children are known to try some of the things they see on television. It is not surprising to find children at a young age imitating what they see on television. With such behavior resulting from watching inappropriate content, it is worth having ratings that clearly indicate the content in the programs in order to protect the younger generation. Much of the behavior that is imitated is the violent ones and sexual acts they see on television. More literature indicates that children are aware of the ratings and some of their meaning. In a study conducted to find out what the children know about the ratings, it was found that some children had negative comments about programs rated G and PG. some said that these programs are â€Å"looser ones,† (Hamilton, 2000). Some made comments that programs rated as PG-13 would be scary. Clearly, the children understood that the ratings have to do with the content of the program of film, where higher rated ones meant more restrictive content that in fact got their curiosity. This Hamilton (2000) called the ‘forbidden fruit’ effect where one wants to have what is restricted especially for older children. However, the positive comments from children concerning the advisory given by parents concerning what to watch said it was good, meaning that parents did take the rating issue seriously. Therefore, TV ratings are important for helping the parents in selecting the best programs for their. Additionally, Hamilton (2000) cites that, â€Å"Children’s positive comments about the parental advisory and the PG-13 rating demonstrate how restrictive labels not only can enhance the attractiveness of the labeled material, but may reduce the appeal of less restricted fare,† (p. 202). Findings From this literature review, several things were evident that indicate the need for not only having ratings on what we watch on television, but also the need to tighten up the ratings or enforce them to protect the young children. The first finding is that some of the content that is viewed by children that is not appropriate for their age affects them in various ways including behavior where children can increase their aggressiveness while in other areas such as objectifying of the woman body through sexual material, a young girl would feel victimized if she does not look sexy as the programs suggest a woman should be (Linder, 2011). The other finding is that there is increased level of explicit and adult material on PG rated programs than it should be, which means children are watching a lot of adult content even on programs that they are not restricted(Linder Gentile, 2009). Finally, children as well have some understanding that the ratings mean some restrictive material, which m any have different opinions such as being scary. This further brings in the forbidden fruit effect where children want to watch what is not for their age. Further, parents are aware of the ratings and help it helps them in selecting the appropriate films. However, the rating is not sufficient considering majority of the programs are aired without the descriptor labels. Conclusion It is clear that we should have ratings on what we watch on television in order to protect the children. With the increasing programs aired on televisions during prime time that contain adult material, it is important that parents know what content is in this programs to know whether it is appropriate for their young ones. With repeated exposure to such content, it might become a norm to children who may not distinguish between the reality and make-believe images they see on television. However, despite the ratings, they have not been effective. In other regions such as the UAE, there are ratings similar to those established in unites states but whose effectiveness is not commendable. Haine (2013) provides a perfect example of how violence can affect children who are yet to distinguish reality and make-believe situations. In a cinema hall, three children playing at the front charges up the stairs screaming when a serious loud gun battle from the movie. It is clear these children thou ght it was real and were scared. Therefore, we do need to have ratings for what we watch on television in order to protect the young ones from harmful content. References Haine, A. (2013). Guns, blood and violence: is the UAE cinema ratings system effective? The National. Retrieved from thenational.ae/lifestyle/well-being/guns-blood-and-violence-is-the-uae-cinema-ratings-system-effective Hamilton, J. (2000). Television, Violence and Public Policy. Ann Arbor, MI: University of Michigan Press. Kunkel, D. (2006). The Effects of Television Violence on Children. University of Arizona: retrieved from apa.org/about/gr/pi/advocacy/2008/kunkel-tv.aspx Linder, J. R. Gentile, D. A. (2009). Is the television rating system valid? Indirect, verbal and Physical aggression in programs viewed by fifth grade girls and associations with behavior. Journal of Applied Developmental Psychology, 30 (3): 286-297. Linder J. (2011). A Content Analysis of Indirect, Verbal and Physical Aggression in Television Programs Popular Among School Aged Girls. American journal of psychology, 4 (4): 24-42. ParentsTV.org. (2010). What Kids can see when it is rated TV-PG. Parents Television Council. Retrieved from parentstv.org/PTC/publications/reports/TVRatings2012/2012_RatingsStudy.pdf

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