Minor Characters Impact on Willy Loman in Arthur Millers play, Death

Minor Characters' Impact on Willy Loman in Arthur Miller's play, Death of a Salesman In the Arthur Miller play Death of a Salesman, Willy Loman comes in contact with several characters, many of whom prompt him to examine his past as well as his conscience. Charley's son Bernard is such a character. Lacking dimension and depth of character, Bernard functions primarily as a foil to expose Willy's tragic and pathetic nature. The other characters have no real interaction with Willy that would allow for development. During Willy's first flashback, Bernard appears only to remind Biff of the Regents exam. Willy refers to Bernard as a "pest" and an "anemic," and Biff mimics his father by saying that Bernard is "liked, but not well liked." Despite Bernard's academic talents, Willy and his ...

Factor affecting pulse rate Essay

Our heart is a muscle. It’s located a little to the left of the middle of our chest, and it’s about the size of our fist. There are lots of muscles all over our body — in our arms, in our legs, in our back etc. But the heart muscle is special because of what it does. The heart sends blood around our body. The blood provides our body with the oxygen and nutrients it needs. It also carries away waste. Our heart is sort of like a pump or two pumps in one. The right side of our heart receives blood from the body and pumps it to the lungs. The left side of the heart does the exact opposite: It receives blood from the lungs and pumps it out to the body. Every time when blood travels through heart it produces a sound called lub-dub. Lub happens when the upper chambers of the heart contract to squeeze the blood downward into the ventricles. A dub happens when the lower chambers contract. Every time the lower chambers of the heart contract, the blood in the left ventricle rushes upward into the aorta. It quickly speeds away from the heart causing the aorta to expand as it passes. As the blood races along, some of it pushes into the first artery that branches off from the aorta. Some of the blood enters the next artery. The blood from each contraction of the heart produces a bulge in the artery. This bulge of the arteries is called a pulse. One pulse is equal to one Heartbeat. The rate at which heart beats is called pulse rate. It can be varied by various factors such as:- Body Build and Size. A short, fat person may have a higher rate than a tall, slender person. The larger the size, the slower the rate. For example, a grizzly bear has a heart rate of about 30 beats a minute while a hummingbird’s is about 200 beats per minute. Gender: a woman’s heart rate is generally faster than a man’s. Age: generally the younger a person is, the faster the heart rate. An infant’s heart rate is about 120 beats per minute; a child’s is around 100; an adult’s is between 70 and 80; an elderly person generally hovers in the 60s. Exercise and Muscular Activity. An  increase in pulse rate will occur with increased activity to meet increased oxygen and nutrient demands. A regular aerobic exercise program can lower the resting pulse. A person, who exercises a great deal, such as an athlete, will develop bradycardia that is a normal, health condition. The body slows the heartbeat to compensate for the greater volume of blood pumped with each beat. Emotional Status. Fear, anger, and anxiety will all increase the pulse rate. Hormones: influence heart rate, especially epinephrine, norepinephrine, and thyroid hormones, all of which can increase the rate. Pathology: certain diseases affect heart rate, causing it either to slow or to race. Medications and drugs: Stimulants will increase the pulse rate; depressants will decrease the pulse rate. For example, Digitalis slows the rate, while epinephrine (Adrenalin) increases it. Caffeine can also cause palpitations or extra beats. Blood Pressure. As the blood pressure decreases, the pulse will frequently increase. Elevated Body Temperature. The pulse increases approximately 10 beats per minute for every 1 F (0.56 º C) increase in body temperature. These conditions cause a temporary increase in the heartbeat and pulse. Pain. When the patient is in pain, the pulse rate will increase. Hypothesis I think that exercise will vary the pulse rate because when we are working out or exercising, oxygen is released from our body more rapidly as the cells metabolize and use up the oxygen quicker, and so our body requires a greater amount of oxygen. Due to which our heart rate increases to carry oxygenated blood to our muscles and organs. Hence, increasing our pulse rate. Variables Independent Variable: In this the independent variable is exercise because the pulse rate is varied by the exercise we do. Dependent Variable: In this the dependant variable is the pulse rate because it is dependent on exercise and many other factors that are kept constant. Constant Variable: In this all other factors excluding exercise are kept constant. This allows us to measure the effect of exercise on pulse rate and minimize confounding effects due to any other factors that may influence heart rate. Apparatus and Procedure Stop watch 1. Sit down comfortably on a chair, locate the pulse and calculate the number of pulse per minute. 2. Walk gently measuring different feet and calculate the pulse rate after each distance. 3. Repeat these steps twice and calculate the average number of pulses per minute and record. Observation table 1. Person-1 Pulse rate after walking 1 2 3 Average pulse rate At rest 74 72 77 74 100 feet 74 77 78 76 200 feet 77 79 76 77 300 feet 81 85 82 82 400 feet 87 84 89 86 500 feet 93 91 96 93 2. Person-2 Pulse rate after walking 1 2 3 Average pulse rate Pulse rate at rest 70 75 73 72 100 feet 73 72 77 74 200 feet 78 74 80 77 300 feet 79 81 83 81 400 feet 85 82 88 85 500 feet 91 94 98 94 3. Person-3 Pulse rate at rest 1 2 3 Average pulse rate Pulse rate at rest 73 72 75 73 100 feet 77 84 87 82 200 feet 94 96 93 94 300 feet 104 106 107 105 400 feet 104 110 108 107 500 feet 106 109 104 106 Conclusion BY observing my graphs I came to the conclusion that exercise raises the pulse rate because When the body is exercising the muscles respire to produce energy, so the muscles can contract. Oxygen is needed, the oxygen is carried in the haemoglobin of the red blood cell. The heart and lungs need to work harder in order to get a greater amount of oxygen to the muscles for respiration. In muscle cells digested food substances are oxidised to release energy. The heart rate rises because during exercise, respiration in the muscles increases, so the level of carbon dioxide in the blood rises. Carbon dioxide is slightly acid; the brain detects the rising acidity in the blood, the brain then sends a signal through the nervous system to the lungs to breathe faster and deeper. Gaseous exchange in the lungs increases allowing more oxygen into the circulatory system and removing more carbon dioxide. The brain then sends a signal to make the heart beat faster. As a result this, heart rate would rise. My graph confirms my hypothesis in that as the length of exercise is increased, the number of beats per minute rises. Hence the result shown by our experiment seems to be correct. Therefore I think that the procedure we used was reliable. Although there are some sources of error but these do not makes much difference and can be ignored. Sources of error As experiment is fully performed by humans so there are some human errors involved in the experiment. Firstly, we didn’t use pulse rate meter so there may be some errors in counting the pulse rate making some changes to our  result. Secondly, the person might not have properly relaxed so; factors like stress, excitement can affect the pulse rate making changes to our result. Thirdly, it took time to count the pulse rate after exercise, because of which the increased pulse rate might have come to normal in this meantime. Improvements By making some improvements in our experiment we could get more better and exact result. For example Instead of counting the pulse we could have used pulse rate meter to calculate pulse rate. Secondly, we could have taken pulse rate of more persons for better and accurate result.

Media Impacts on Children’s Rights Essay

Child abuse gives most people a vision of the faults and blunders of the society. Child mistreatment is one of the most common crimes committed in the present. As for the Philippines, one can find vital statistics to certain crimes at the Bantay Bata 163 website (http://www.abs-cbn.com/bantaybata163). According to the Department of Social Welfare and Development (DSWD), 6,494 cases of child abuse were reported for the year of 2006 alone. Indeed, the government and certain non-government organizations must deal with these incidents of child abuse particularly the mass media. This paper examines the role of the media in relation to child abuse and child protection and argues that the media have been essential to the task of placing the problem of child abuse in the minds of the public and on the political agenda. THE MASS MEDIA According to YourDictionary.com, Mass Media is those means of communication that reach and influence large numbers of people, especially newspapers, popular magazines, radio, and television. Mass Media are those media that are created to be consumed by immense number of population worldwide and also a direct contemporary instrument of mass communication. Nonetheless, Mass Media is considered as the fourth estate of the society as well. It is the fourth branch of the government. It is the voice and weapon of the people and the society as whole. Mass media has various purposes, first is for entertainment, traditionally through performances of acting, music, and sports, along with light reading but since the late 20th century it can also be through video and computer games. Next is for public service announcement which is intended to modify public attitudes by raising awareness about specific issues like health and safety. And lastly is for advocacy. This can be for  both business and social concerns. This can include advertising, marketing, propaganda, public relations and political communication. MEDIA AND HUMAN RIGHTS As stated by the Secretary- General of the United Nations in 1998, Human Rights are ‘what reason requires and what conscience commands’ (Mizuta, 2000). It is commonly recognized that human rights are firm foundations of human existence and co-existence. It is for these human rights that the United Nations is engaged in securing the basic conditions of life, in ensuring peace, development, a safe environment, food, shelter, education, participation, equal opportunities and protection against intolerance in any form. The Preamble of the Universal Declaration of Human Rights expicitly states that: ‘every individual and every organ of the society, keeping this Declaration constatly inmind, shall strive by teaching education to promote respect for these rights and freedom’ (Hamelink, 2000). With this, we can say that all (including different institutions) are responsible in promoting human rights. Mass media present the opportunity to communicate to large numbers of people and to target particular groups of people. As observed by Gamble and Gamble (1999), mass communication is significantly different from other forms of communication. They note that mass communication has the capacity to reach ‘simultaneously’ many thousands of people who are not related to the sender. It depends on ‘technical devices’ or ‘machines’ to quickly distribute messages to diverse audiences often unknown to each other. Thus, media in relation to human rights shows a exceptional characteristic in promoting it. CHILD ABUSE In the United States, the Centers for Disease Control and Prevention (CDC) define child maltreatment as any act or series of acts of commission or omission by a parent or other caregiver that results in harm, potential for harm, or threat of harm to a child. The physical abuse, sexual abuse, emotional abuse, and neglect of children have a long recorded history. In the mid to late 1800s, it was reported that children were often sexually assaulted, that children reported honestly about their abuse, and that the perpetrators of abuse were often the children’s fathers and brothers (Olafsen, Corwin and Summit 1993). Every year, millions of children across the world are becoming innocent helpless targets of atrocities. They are the sufferers of ill-treatment, exploitation, and brutality. They are part of human trafficking to induce into prostitution rackets. In terror prone regions, they are kidnapped from their homes and schools and their innocent childhood is forced into the army to witness the brunt of cruelty. They are enforced into debt repression or other kinds of slavery. In Metro Manila, according to Australian study, urbanization and migration continuously increase, children are often forced by circumstances to help their families earn a living. Most street children are of poor parents who have migrated from rural areas to find better job opportunities in the city, but lack of education renders them ill-equipped to earn or survive in the city. Street children have a bleak present and an uncertain future. Life in the street is a constant struggle to overcome the various negative elements that threaten to overtake and destroy the hope for survival. The street child works under the heat of the sun or in the dark of the night from 6 to 16 hours, seven days a week, often in a combination of â€Å"occupations† each considered their only means to survive. In the cities, neglected and abandoned children find themselves in the streets fending for themselves and vulnerable to the various evils of the urban jungle such as drug addiction, crimes and commercial sexual exploitation. Children who are neglected or abandoned are easy prey not only to accidents but to commercial sexual exploitation, drugs, crime and unwanted pregnancies. Incidents of child abuse is still on the rise especially  child sexual abuse. Also on the rise are reports of physical abuse and maltreatment of children. According to the statistics, there are approximately 40,000 to 50,000 street children of all categories in Metro Manila. Studies conducted reveal that the number of street children range from 2 to 3% of the child and adult population. The national project on street children estimated the number of street children at over 220,000 in 65 major cities as of 1993. There are now about 350 government and non government agencies that are responding to street childre n and their families. The government has given special focus on helping street children with programs focused on health and nutrition, educational assistance, parenting sessions, livelihood and skills training, residential care, foster care and adoption. However for as long as there would be squatter colonies sprouting in urban areas and for as long as there are not enough jobs, street children will continue to dominate in the streets. In a 1993 survey of households, some 16% of households surveyed have children below 12 years old who are left unattended with no supervising adult in the house. This translates to one in six households where children are without adult supervision. The consequences of child abuse are overwhelmingly disturbing. It denies a child its basic right-education. While violence and abuse pose a threat to their life, it also offers more devastating adverse effects on their mental and physical health. Often it leads to homelessness, resulting in increased number of cases of vagrancy giving birth to a feeling of depression. To worsen the scenario, these victims are more likely to abuse their own children in future, thanks to the deep impact on their mind and the cycle will continue forever. Though the agony and the plight of these children remain suppressed in silence, the brunt of their exploitation is very real. Although, the whole world is morally fuming at the abuse children endure. Yet, protection laws against child abuse commonly meet with confrontation at all strata of society. Like the protection of human rights, child protection can also be effectively promoted through media. MEDIA ON CHILD PROTECTION The media have been essential to the growth of society’s awareness of child abuse and neglect, not so much from specific community education campaigns as through ongoing news and features reporting on specific cases, research and intervention initiatives (Gough 1996). Media representations are the primary source of information on social problems for many people (Hutson and Liddiard 1994). Specifically, it is apparent that the media’s conceptualization of children and young people, and media reporting on both physical discipline of children and child abuse, is significant in reflecting and defining society’s perceptions of children and young people (Franklin and Horwath 1996), and what is and what is not acceptable behavior towards children. In addition to news stories, feature articles, and investigative journalism, sporadic mass media education and prevention campaigns are launched. These campaigns usually endeavor to broaden community knowledge of child abuse and neglect, to influence people’s attitudes towards children and young people, and to change behaviors that contribute to, or precipitate, the problem of child abuse and neglect in our communities (Goddard and Saunders, 2002). The constructive use of mass media can assist in teaching children and young people socially desirable ways of dealing with conflict, knowledge of their rights to integrity and protection from harm, healthy eating habits and lifestyles, and ways to assert themselves and their rights in a positive, acceptable manner. In an Inquiry into the Effects of Television and Multimedia on Children and Families in Victoria, Australia, evaluations of educational television programs, designed either for pre-schoolers or for older children, have suggested their effectiveness in ‘heightening a range of social behaviors’ (Friedrich and Stein 1973), diminishing ‘the effects of stereotyping’ (Johnston and Ettema 1982), increasing ‘preparedness for adolescence’ (Singer and Singer 1994), and stimulating the discussion of ‘solutions to general social issues’ (Johnston et. al 1993). The Convention of the rights of the child provides for the right of children to access information and material to those that aimed the promotion of his or her rights. (Hamelink, 1999).Therefore, mass media as a  primary source of these information should provide the children proper knowledge of his or her rights. Also, mass media education and prevention campaigns may be designed to target children and young people, providing them with useful information and alerting them to avenues for further information, help and support. Campaigns can also use regular television programs for children. Research suggests that, at least in the short term, television viewing of such programs may increase children’s and young people’s knowledge and positively change attitudes and behaviors. Unfortunately, longitudinal studies exploring sustained effects are rare and thus inconclusive. It further notes that television ‘is one of the most popular forms of mass communication and entertainment in has been under-utilized as an educative tool’, and suggests that perhaps narrow vision has meant that the deliberate use of television simultaneously to entertain and educate has not been fully recognized. Despite this, Postman (1994) has argued that television is rapidly becoming ‘the first curriculum’, with educational institutions such as schools following behind. Further, campaigns may be designed to give children and young people an opportunity to express their views on issues that affect them, specifically targeting adult audiences that habitually ignore the views and experiences of children and young people. The UK Children’s Express is one example, as is Youth Forum in Melbourne’s Herald Sun newspaper. .Research on the physical punishment of children suggests, for example, that adults may be interested to hear children’s views on the issue of physical discipline, and children interviewed in the research were keen for adults to hear their views. To date, however, the media rarely, if ever, consults children and takes their views into account before reporting on the physical punishment for children (Goddard and Saunders, 2000) MASS MEDIA CAMPAIGNS †¢ EVERY CHILD IS IMPORTANT (Australia, May 2000) This primary prevention campaign used a ‘comforting’ approach and incorporated a significant mass media component (Tucci et. al2001). As outlined in ‘More action – less talk! Community responses to child abuse prevention’ (Tucci, et. al 2001), the campaign sought to: elicit a commitment from adults to adults to develop safe and non-abusive relationships with children; persuade adults to stop behaving in ways which are harmful to children; educate adults about the important needs of children; and better inform adults about the causes and consequences of child abuse. The campaign encouraged all adults to: think and view children as a source of hope; understand the developmental variables of children; respect the meaning children give to their experiences; engage positively with the principles of children’s rights; and appreciate more fully the capacities and contribution of children to the cultural and emotional life of families and communities. The campaign also addressed: the commonly held belief that children are a cost to society; the perceived suspicion that any application of the notion of children’s rights will mean an erosion of parent’s rights; and the public’s lack of understanding about the extent and nature of child abuse in Australia. The campaign continued until the end of 2001. A song, written by Van Morrison and performed by Rod Stewart, ‘Have I Told You Lately That I Love You’, was the focus of a television advertising campaign that aimed to stimulate people’s thoughts about the importance and value of children and how this is communicated to them. Television commercials were backed up by press and radio advertisements. In addition to advertising, the campaign sought media attention by involving Tracy Bartram, FOX FM radio personality, as an ambassador for the campaign. Media attention was drawn to the campaign’s launch. A free information kit for parents was made available, parent’s seminar sessions, featuring Michael Grose, were conducted, and a website made readily available to the public. The campaign did not receive state or federal funding but relied heavily on in-kind support from individuals and Victorian businesses. Quantum Market Research monitored the effectiveness of the campaign. In  May 2000 and October 2000 telephone interviews were conducted with a representative sample of 301 adults. Public dissemination of research outcomes formed part of the campaign strategy. Tucci et al. (2001) report that the initial research findings, five months into the campaign, revealed that: ‘Child abuse is as serious social problem that is poorly understood by the Victorian public while fifty one per cent of respondents believed the community recognized child abuse as a serious social problem and another twenty one per cent believed they accurately understood the extent and nature of child abuse in Australia, this is clearly not the case. Fifty nine per cent were unable even to guess the number of reports of child abuse received annually. Only four per cent of respondents accurately estimated the size of the problem. Twenty-nine per cent of respondents underestimated the problem by at least 90,000 reports. The idea that adults can hurt children is disturbing and likely underpins the belief by fifty one per cent of respondents that the community treats this issue seriously, but when asked to account for the extent to which children are being abused by adults, community awareness is sadly lacking.’ Eighty per cent of respondents strongly supported the need for a campaign against child abuse. Australians Against Child Abuse thus feels confident that the ‘Every Child is Important’ campaign will significantly influence public attitudes and responses to children and to child abuse. Ongoing research into the impact of the campaign will in itself be valuable in contributing to the debate about the educative and cost effectiveness of mass media campaigns aimed at preventing child abuse and neglect. †¢ NSPCC Full Stop Campaign – Primary Prevention (United Kingdom, May 1999) It has the ambitious aim of ending cruelty to children within 20 years. Costing three million pounds, it proposes to change attitudes and behaviour towards children, to make it everybody’s business to protect children, and to launch new services and approaches (Boztas, 1999). The campaign is supported by Prince Andrew, popular personalities such as the Spice Girls, the English football star Alan Shearer, and companies such as British Telecom and Microsoft. As Rudaizky (quoted in Hall 1999) explains, a pictorial theme of the campaign is people covering their eyes: ‘The theme of the eyes being covered is about people not facing up to the reality of what is happening. Our intention was not to shock but to move people into doing something about it. Child abuse is not nice to talk about. It is an upsetting subject but unless we talk about it, we will not end it.’ This objective highlights the suppression/awareness phenomenon mentioned above, and draws attention again to the need for ongoing rather than intermittent prevention campaigns. FAMILIES’ – University of Queensland Sanders et al. (2000) evaluated Families – a 12-part prevention-focused television series ‘designed to provide empirically validated parenting information in an interesting and entertaining format. The series presented a parenting model, suggesting strategies parents could use with their children. It aimed to reassure parents that it is normal for parenting to be challenging, and it hoped to increase parents’ confidence that positive changes in children’s behavior were achievable. The series also aimed to increase awareness in the community of the importance of ‘positive family relationships’ to the positive development of young people (Sanders et al. 2000). This ‘media-based television series’ was considered to be successful, specifically in relation to its impact on increasing the parenting confidence of mothers. However, Sanders et al. (2000) concluded that the impact of the series could have been increased: ‘by the strategic provision of service support systems, such as telephone information contact lines or parenting resource centers, which could be advertised as part of a coordinated media strategy planned to coincide with the airing of the television program. These services could provide information and back-up resources, such as parenting tip sheets, to parents seeking further advice after viewing the program. Staff at these centers could also identify and  refer families who may need more intensive help. †¢ BEYOND BELIEF (United Kingdom, 1992) A documentary claimed to show new evidence of satanic/ritual abuse in Britain. Following the program, helplines were overloaded with calls from people who had experienced sexual or ritual abuse. Counsellors noted that: ‘The program appeared to have given callers permission to speak of their experiences and their gratitude that someone, somewhere took what they said seriously.’ (Scott 1993) Henderson, a fellow at Glasgow University’s mass media unit, as quoted by Hellen (1998) commented that: ‘A lot of people who have suffered child abuse quite simply lack the vocabulary, because of shame or fear, to come to terms with what has happened. Provided a drama does not place blame on the child, it can be very helpful.’ †¢ BBC Screenplay It has been suggested that sometimes ‘drama reaches the parts the documentary cannot’ (Campbell 1989). Writing about Testimony of a Child, a BBC screenplay that presents ‘the other side of the Cleveland child sexual abuse saga – the story of an abused child going home to [the] abuser’, Campbell argues that sexual assault ‘presents television with terrible problems. Television is about seeing. But it censors what we need to see if we are to understand because it bows to propriety and thus contains what is knowable’ (Campbell 1989).Despite this, Campbell (1989) notes the power of fictitious drama based on fact to: ‘ invite you to think: what would you do if faced with that child’s face, his fantasies full of terror and death, his starvation, his stubborn silences, his sore bum. †¢ COLD HANDS- (New South Wales, 1993) Armstrong (1993) argued that the play portrays a week in the life of a 12 year-old girl sexually assaulted by her father and got pregnant. The  play’s focus allows the audience to gain an insight into the child’s fear and trauma, the father’s feeble rationalization and defense, and the mother’s fear of confronting the truth. Armstrong noted that the New South Wales Child Protection Council showed professional interest in the play and that plays have been used as part of child abuse awareness campaigns. The play’s director, Ritchie (as quoted by Armstrong 1993) remarked that: ‘The play is powerful, dramatic, presenting practical and emotional reality. It is confronting, but it emphasizes the fact that there is no excuse. †¢ QUESTIONS 2: Killing Tomorrow – New Zealand A documentary, screened in New Zealand in 2001, graphically depicts the lives and abuse of three children. During the documentary, a Detective Inspector informs the audience that the drama is based on the lives of real people, and the audience is told how life turned out for the children and their abusers. ‘Only those with ice in their veins could fail to be moved – and there lies the problem. In each case, one adult or more had failed to take responsibility for the safety of a defenseless child’ (Herrick 2001). Reporting in The New Zealand Herald, Herrick asks what can programs like this possibly expect to achieve. Twenty years ago, polite society didn’t even acknowledge abuse existed, let alone talk about it. So shows like this, which provoke thought and discussion, must be a sign of progress, even if the statistics say otherwise. Killing tomorrow was punishing if compelling viewing. Supported by New Zealand’s child protection authority, Child Youth and Family Services (CYFS), consider documentaries like ‘Killing Tomorrow’ to be a powerful way of educating people about the issues and what can be done to protect children. ‘We want to create an environment where child abuse is less able to exist and we’re pleased Screentime-Communicado has decided to help raise these serious issues’ (Brown, CYFS chief executive quoted in The  New Zealand Herald 28/11/01). After the program was screened there was a panel discussion of the issues presented in the documentary and CYFS booklets that provide tips on parenting were made available to the public. Child protection received 211 phone calls during the documentary and on the night it was screened. Fifty-three child abuse investigations resulted, five of which cases were considered ‘very urgent [and were] assigned immediately to social workers for investigation’ (Ward, CYFS spokesperson, quoted in The New Zealand Herald 30/11/01). Also quoted in the New Zealand Herald 30/11/01 was Simcock, the National Social Services spokesperson: ‘The documentary showed community groups were doing their best on the issue but government measures were sadly lacking the most helpful thing the government could do was to change the law that allowed parents to hit children. While the documentary appears to have raised awareness of child abuse and prompted some people to act on their suspicions of abuse and neglect, Henare, a Child Abuse Prevention Services spokesperson, noted that ‘the objective of the documentary would not be reached without enough money for community providers’ (quoted in The New Zealand Herald 30/11/01). These are only some examples of media campaigns. There were still lots more evidences the media protecting children around the globe from abuse. Though media shows a remarkable effort in the child protection system, people can not stay away from the fact that there are still several problems these media campaigns face. MEDIA PROBLEMS IN CHILD PROTECTION CAMPAIGN Journalists willing to advocate for children and young people face the challenge of counterbalancing negative images or ‘demonisation‘(Franklin and Horwath 1996) of children and, particularly, of adolescents, in print, television and film. Starkly contrasting with once popular views of  childhood as a time of innocence, less than positive images of children and young people in the media may place obstacles in the path of attempts to prevent their abuse and neglect. In 1968, 11-yearold Mary Bell murdered two boys, aged three and four in the UK. Twenty-five years later, in 1993, two ten-year-old boys murdered two-year-old Jamie Bulger in the UK, and in Australia in 1998, a ten-year-old boy was charged with drowning a six-year-old playmate. In such cases, a child being able to open his or her mind in abusive acts might be the perpetrator of maltreatment to his or her fellow. Psychologically, the Social Information Processing Theory of Aggression, comes here. According to Strasburger (1995), the central tenet of social information processing theory is that children create their own rationales to explain the behavior of others during social during social encounters. In turn, these self- generated interpretation influence children’s responses in their ongoing social interaction. Given that mental state operate in a feedback loop, it is possible that all social experiences, including those involving violent media, could influence social information processing. CONCLUSION Society sometimes fails to recognize that children are the most vulnerable group in our community, and are thus in need of the greatest protection. The social and economic costs to societies that have not prioritized children’s needs, especially the prevention of child abuse and neglect, are well documented. This paper focused on news stories, feature articles and investigative journalism. In this, we have concentrated on mass media education and prevention campaigns, television series, documentaries, and live theatre productions. It demonstrate the media’s potential power to positively influence child welfare policies, community responses to children and young people, and societal acknowledgement of, and reaction to, child abuse and neglect. It challenges those who are involved in child welfare and child protection to make greater efforts to understand media influences and to use  the media constructively. Sustained community education and prevention campaigns, using mass media communication, are integral to the prevention of child abuse and neglect. These campaigns continually confront communities with the reality of child abuse. They challenge people, institutions, and governments to listen to children and to respond to the needs of all children and families, and particularly the special needs of children who have been abused or neglected. Further, sustained mass media exposure of child abuse and neglect may publicly censure and shame perpetrators, many of whom are relatives and adults well known to the victimized child. According to Tucci (2002), the agenda for our community – and the government which represents us – should be clear. The prevention of child abuse should be a priority. However, to be effective, mass media campaigns will need to be part of a broader prevention program that includes the provision of supports and services for all children and families. There are limitations to what the media can achieve. REFERENCES: Armstrong, M. (1993), ‘The cold realities of child sex abuse’, Sydney Morning Herald, 11 November Boztas, S. (1999), Prince Andrew launches crusade against child cruelty. The Daily Telegraph, 23/3/99. Franklin, B. and Horwath, J. (1996). The media abuse of children: Jake’s progress from demonic icon to restored childhood. Child Abuse Review. Friedrich, L. and Stein, A. (1973). Aggressive and prosocial television programs and the natural behaviour of preschool children. Monographs of the Society for Research in Child Development Gamble, T. and Gamble, M. (1999). Communication works. McGraw Hill Publications. Goddard, C. and Saunders, B.J. (2000), The role of the media, in Project Axis – Child Sexual Abuse in Queensland: Selected Research Papers. Goddard, Chris. , Saunders, Bernadette. (2002). The role of mass media in facilitating community education and child abuse prevention strategies. Child Abuse Prevention Issues Number 16. Gough, D. (1996), â€Å"Defining the problem† Child Abuse & Neglect, Vol. 20. Hall, C. (1999), ‘NSPCC shock tactics to tackle child abuse’, The Daily Telegraph. Hamelink, Cees. (2000). Media and Human Rights. Media and Human Rights in Asia: an AMIC Compilation. Singapore: AMIC. Hellen, N. (1998), ‘Bennett pens TV child sex drama’, Sunday Times, 5 October. Herrick, L. (2001), ‘Truth of abuse too powerful to ignore’, The New Zealand Herald, 21 December Hutson, S. and Liddiard, M. (1994). Youth homelessness: The construction of a social issue. Macmillan Publication Johnston, J. and Ettema, J. (1982). Positive images: Breaking stereotypes with children’s television. Sage Publications. Johnston, J. Bauman, J. Milne, L. and Urdan, T. (1993). Taking the measure of talking with TJ: An evaluation of the first implementation of ‘talking with J’ Series 1, Institute for Social Research, University of Michigan Publishers. Mizuta, Kayoko. (2000). Human Rights and Media. Media and Human Rights in Asia: an AMIC Compilation. Singapore: AMIC. Olafsen, R., Corwin, D. and Summit, R. (1993). Modern history of child sexual abuse awareness: Cycles of discovery and suppression. Child Abuse and Neglect. Postman, N. (1994). The disappearance of childhood. Vintage Books. Sanders, M.R., Montgomery, D.T. and Brechman-Toussaint, M.L. (2000), The mass-media and the prevention of child behavior problems: The evaluation of a television series to promote positive outcomes for parents and their children, Journal of Child Psychology and Psychiatry. Singer, D. and Singer, A. (1981). Television, imagination and aggression: A study of preschoolers Sage Publications. Strasburger, Victor. (1995). Adolescents and the Media: Medical and Psychological Impact. Sage Publications. Tucci, J. Goddard, C. and Mitchell, J. (2001). More Action – Less Talk! Community responses to child abuse prevention, Australians Against Child Abuse. Ringwood.

People of The Setting Sun essays

People of The Setting Sun essays Close inspection of The Setting Sun by Dazai Osamu allows one to see a particular family battle changing times that are affecting a whole nation of people. Paralleled in many ways by the author's own reality, we see how this deep message is more than just a fiction story. As a nation, Japan had just surrendered to the U.S. ending their participation in WWII. With the end of this battle, a new one on the home front began. In a sense, the tradition of Japan died with the war; there is a definite passing of a generation/era of people. The country is now caught in a state of shock as they try to piece together new lives. This is by no means a simple task when tradition is pulling from one side and an influx of modern ways and ideas are pulling from the other. Through the analyzation of Mother, Kazuko, and Naoji, the notion of a nation struggling to grasp a new modern identity while coping with the decline of a social order that has stood strong for so many years is unfolded from b eginning to end creating mixed feelings of hope and depression for the people of the setting sun. Due to WWII, Kazuko and her mother must leave Tokyo and establish residents in nearby village. Kazuko's brother, Naoji, has been fighting in the war and upon its conclusion, comes home to his sister and mother with a terrible drug addiction. Naoji has an artist friend who acts as a mentor/drinking buddy. The death of the mother shows the passing of a generation, and the suicide of Naoji exemplifies the feelings of depression and hopelessness that float over Japan. Kazuko becomes the heroin of the story when she creates a positive experience in the middle of this chaotic time. She bears a child which acts as a symbol for a fresh start and new hope during a time when that is just what is needed. The beginning scene of the novel is a great description for the type of women that Mother was. By explaining how she eats her soup or "wee wee's" in the garde...

The Value of Academic Debate

The Value of Academic Debate Decision-making (i.e parliamentary, presidential, etc.) and competitive debate (i.e. academic) are two major types of debate. In the United States, the major forms of competitive debate in high school include Policy Debate, Lincoln-Douglas Debate, and Public Forum Debate. The outcome of Policy Debate according to literature is either a resolution of fact (ex. â€Å"Resolved: O.J. Simpson murdered his wife Nicole†), value (ex. â€Å"Resolved: Civil disobedience is justified in a democracy†), or policy (â€Å"Resolved: The United States should change its foreign policy toward China†) while the Lincoln-Douglas Debate yield resolution of value. The outcome of the Public Forum Debate, on the other hand, is mostly resolution of policy. High school competitive debates appear addressing social issues, reuniting its division, and establishing a moral order within the particular academic level. This type of debate is exclusive to high school and college and mainly participated by gifted adolescents engaging in brutal arguments, making claims, and depending conflicting ideas for social good. Moreover, competitive debate in this academic level is a reflection of American values, politics, and law. The long tradition of Academic Debate started in about 481 to 411 B.C. and persisted in American schools as an educational method in college and characterized by the debate tournament. A form of informal debate, academic debate merely allows students to systematically express their opinion and support their arguments with facts or evidence. They are designed to facilitate the development of advanced  speaking skills, improve critical thinking, and increase students’ confidence about participating in academic community discussions and dialogue. Get more information here: Unacceptable Words in Academic World The Importance of the Transitional Words and Phrases Service-Profit Value Chain Learning Moral Values in College Movies Human Dignity: How Is It Valued? The Value of Academic Debate Academic debate is simply defined as a debate conducted under the auspices of an educational institution aimed at providing educational opportunities for its students. The purpose of an academic debate is to allow evenly matched opponents to present balanced arguments and evidence about critical issues. Some of the benefits students gained from their debate experience include awareness and knowledge of social issues,  development of critical thinking and communication ability, appreciation of change, and respect for academic research. The philosophy of college debate, for example, is â€Å" to learn not to win† because the most important thing is to be able to present both sides of the issue and make a critical decision on matters concerning public interest. The debate in a college environment provides students opportunities to apply their knowledge of debate principles, develop proper attitudes and skills, and experience almost real-life debates. More importantly, debating is to keep political and public issues alive in the hearts and minds of the academic community. The value of academic debate for some critics is limited to discussing social issues and developing students’ attitudes and abilities. Others see it as a structured academic game with self-actualization and enjoyment as goals. In practice, however, academic debate influenced some of the most critical issues in society. For example, the goals and rationales of criminal punishment according to literature were not the only outcome of evolving criminal procedures and customs but painstaking academic debate. Another is a  strong influence of academic debate on public attitude and government policy towards the harmful effect of some media content such portrayal of sex and violence, food consumption and eating disorders, and direct behavioral effect of television advertising on children.

Social network marketing Literature review Example | Topics and Well Written Essays - 500 words

Social network marketing - Literature review Example Thus, in this customer-oriented financial system, companies are trying to discover additional money-making methods to promote their business services and products-line, access existing clients, and make new users/clients across the business boundaries (Phillips et al., 2010). In addition, social networking websites facilitate users to communicate with people who exchange or distribute similar ideas or information. Although these websites were originally produced to assist social associations, dealers are recognizing the prospect of these sites to offer the mechanisms to encourage valuable services and products of business. In this scenario, a very popular social networking website in the U.S. is Facebook, which comprises more than 500 million worldwide users. Additionally, the social networking websites similar to Facebook, Flickr and MySpace have turned into a well-liked method to distribute and publicize web based material. Their huge fame has directed to viral marketing methodolog ies that try to offer useful content, services, effective products and thoughts through these social networking websites.

Claude debussy Essay Example | Topics and Well Written Essays - 750 words

Claude debussy - Essay Example If we consider Debussy’s music carefully, we can note the transition from the romantic compositions of the late 19th century to the modern music of the 20th century. Debussy was very much influenced by a movement called Symbolism which is shown in the art and culture of his times. The son of a small businessman and a seamstress, musician Claude Debussy was born in France in a locality known as St. Germain-en-Laye. His father owned a china shop. It was the time of the Franco-Prussian War and Debussy accompanied his pregnant mother to Cannes- the rest of the family moved to Paris. There Debussy was given piano lessons starting at the age of seven, paid for by his paternal aunt. His talent bloomed and at the age of ten, he was sent to the Paris Conservatorie, where he spent the next eleven years of his life, fortunate to study under such illustrious names as Ernest Guiraud (composition), Emile Durand (harmony), piano (Marmontel), organ (Cesar Franck) and Albert Lavingac (solfege) . While he was clearly talented, his argumentative nature and refusal to conform to the teaching guidelines did not win him support at the academy. His penchant for introducing intervals and dissonances was frowned upon. The summers of 1880-1882 were spent by Debussy in the company of one of Tchaikovsky’s patronesses, Nazedhde von Meck, as she travelled to Russia with her children. On her sending Debussy’s ‘Danse Bohemienne’ to the Russian composer for his opinion, the reply given was that it was ‘too short, seemed incomplete and lacked unity’. Madame Vasnier, a singer he had met and her husband supported Debussy financially and emotionally at this time. Debussy’s composition ‘L’enfant prodigue’ was fortunate to have won the 1884 Prix de Rome award. He was entitled to a four year scholarship at the Villa Medici, the French academy in Rome, where he went to further his studies during 1885-1887. He found life there sti fling and abominable, and often went into bouts of depression wherein he was unable to compose anything. By June 1885, Debussy eventually decided that he would go his own way, for he was too fond of his own ideas and a keen proponent of artistic freedom of expression. Debussy’s music has been noted for its new form of tonality which consists mainly of parallel chords, bi-tonal chords, whole tone and pentatonic scale, unprepared modulations and glittering passages and webs of figurations. He combined the effects of melodic tonality with harmonies that are similar, yet distinct from harmonic tonality (Parks, 87). Debussy was also influenced somewhat by Wagner’s music as it was in vogue after Wagner’s death in 1883. It appears that Debussy was reluctant to associate himself with the Impressionist Movement since it was not receiving positive support from the critics at that time. But it was Debussy’s ‘Prelude a l'apres-midi d'un faune’ (Prelude t o the Afternoon of a Faun), a composition truly original in terms of both form and execution. It was to catapult him to the height of fame in the music world. Over his musical life, Debussy wrote 6 orchestral compositions, 4 for ballet, 16 soloist pieces, 9 for chamber, 29 for solo piano, 8 other piano, 64 for voice and piano, and 9 other vocal pieces. Commenting upon two of Debussy’s most well known compositions, we have Prelude to the Afternoon of a Faun (1894) and Pour le piano (1901). The first said piece was