The Probem of Reverse Discrimination Essay - 1749 Words

Griffin and Low were awarded money in a suit involving racial discrimination, Does reverse discrimination occur in the U.S today? In January 2011, The City of Kansas City, MO lost its second multi-million dollar employment discrimination lawsuit in a one-week period. The former city employees, Jordan Griffin and Coleen Low, were awarded $345,000 and $517,000 respectively by the jury. Griffin, a former Senior Analyst and Commissioner of Revenue, says she was given the nickname â€Å"White Chocolate† in the false belief she would favor minority hires. She also says she was harassed when she refused to participate in the biased-hiring process and was overlooked for an interview for the Commissioner of Revenue position on a permanent†¦show more content†¦The nineteen accusers claimed they were denied promotions because of their race. The Supreme Court heard the case in 2009, upholding the 5-4 decision that New Haven’s choice to ignore the test violated thee Civil Rights Act of 1964 (RICCI v. DeSTEFANO). Throughout world history, especially the history of the United States, the topic of reverse discrimination, or positive discrimination, was never disputable. For centuries whites have been the â€Å"dominate† or majority race. But in our increasingly diverse world, this trend is changing. These topics are a relatively new social idea that came about in America during the 1960s equal rights movement and the signing of the Civil Rights Act by President Lyndon Johnson on July 2, 1964 (The Civil Rights Act). According to Merriam-Webster’s online dictionary, reverse discrimination means: the unfair treatment of members of majority groups resulting from preferential policies, as in college admissions or employment, intended to remedy earlier discrimination against minorities (Reverse Discrimination). It seems that in an effort to correct the past 300 plus years of political and social abuse, minorities and some Caucasians have established that the only race it is perfectly okay to â€Å"hate† is the white race. I know this may sound somewhat extr eme, especially coming from a white, male from a

Mgt Pre Questions Essay example - 601 Words

1. What are some strategic metrics that movie exhibitors care about that are reported in the case? How does your exhibitor compare to the other exhibitors? The industry average? Number of theaters by complex size, market leaders, tickets sold and box office gross, average movie ticket price Changes in interest rates and the availability and cost of capital, the effect of the leverage on its financial condition, prices and availability of operating supplies, cost control procedures on operating results. 2. What metrics does your movie exhibitor report on their web site? Are they similar or different from what is reported in the case? Concessions, Advertising, Box-office revenues. Small to mid-size markets, Acquisitions,†¦show more content†¦4. How does your company compare to the industry on these dimensions? Have capability of meeting short-term solvency, but not well on long term solvency. Even though Carmike could manage its assets efficiently, it did not well as other companies. Gain more profit than other companies. We will cover 5 and 6 in class. 5. Which company is better performing? Diagnose the underlying causes of their performance. i. What’s going on in the industry that may explain these firms performance? j. What is controllable by the company? k. What can you identify in the financial statements that provide evidence to help substantiate your explanation? 6. How do the results of your analysis affect the alternatives proposed to resolve the strategic issue? Explanation for identifying underlying causes of performance: Now determine the WHY behind their performance. For example if profitability is declining or profits are negative, try to identify why. Look for evidence in the common-size statements that you prepared as well as industry information in the case. The purpose is to link strategic analysis with financial analysis to gain an understanding of why the company is performing the way it is. 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Influence of Athletes to People Free Essays

Picture this scene: The best athletes in your community are gathered for the annual high school varsity letter awards banquet. Halfback Henry and Jumpshot Jenny already have received accolades from the Master of Ceremonies for their accomplishments, but the attention is now focused on Susan Strike, Central High’s varsity bowling superstar. Bowling is Central High’s newest varsity letter sport,† he proclaims, â€Å"and we’re extremely proud to announce Susan Strike has not only earned All-Conference honors for leading the Little Nine with a 206 average, but she led Central High to ts first state bowling championship. We will write a custom essay sample on Influence of Athletes to People or any similar topic only for you Order Now A standing ovation follows. You beam because Susan is a product of your youth league program. She is the first of a new generation of Varsity Bowling letter winners and she’ll serve as an inspiration for hundreds of young bowlers in your This scene may sound like a dream to you, but it’s a reality in some areas of the United States where a handful of dedicated proprietors have laid the groundwork to launch the nation-wide Varsity Bowling program during the 1998-99 bowling Varsity Bowling is going to be a two-pronged attack: 1. From the Top Down – Five states have been selected to participate in a targeted Varsity Bowling program during the 1998-99 with a focused effort to secure state high school athletic association approval for the sport. 2. From the Bottom Up – Every local/regional proprietor group in any area of the United States is invited to â€Å"test† the Varsity Bowling waters on their own. A comprehensive organizational kit, including detailed manual, videotape and support materials, is available today from the Young American Bowling Alliance and the Bowling Proprietors Association of America to help your proprietor group and local association volunteers get a eadstart in organizing a â€Å"high school club conference† to demonstrate the program’s feasibility. Varsity Bowling is a program that cannot succeed without the commitment and dedication of the proprietors. You own the arenas, you have the expertise and it’s your youth bowlers who will benefit the most. Varsity Bowling is one of the most comprehensive step-by-step organizational programs ever developed in bowling (or any sport). It is based upon 10 years of experience and research in Northern Illinois and Michigan’s Upper Peninsula, culminating in resounding success. Be Part of Bowling’s Biggest Success Story in Decades Varsity Bowling will become our sport’s most significant success story in decades, with your help. Mark these figures down and watch them grow: In 1996-97, only 728 of America’s more than 16,000 high schools offered any kind of bowling program. Out of 6. 1 million high school students who participated in athletics in 1996-97, only 15,600 were able to bowl for their schools. Only seven of America’s 50 states had as many as 30 high schools offering bowling as an extracurricular activity. Bowling has nearly 500,000 young people participating in Young American Bowling Alliance leagues and tournaments. They know and love bowling, and most of them are denied the opportunity to experience the thrill and excitement of bowling for a letter for their high school teams. American Sports Data states interest in bowling is at an all-time high among young people, with a 15% increase in interest among pre-teens and 17% growth in interest among high schoolers. As a proprietor, you will never experience any program as rewarding as you’ll discover by becoming a part of the Varsity Bowling team. Send for your comprehensive Varsity Bowling organizational kit, including detailed manual, videotape and support materials, today! order your kit now Send for your comprehensive Varsity Bowling organizational kit, including detailed manual, videotape and support materials, today! To order your Varsity Bowling kit, please send an email to Jennifer Williamson or call her at the Young American Bowling Alliance (414 423-3398. The Scholarship Management and Accounting Reports for Tenpins (SMART) program will help locate and secure existing bowling scholarships for YABA’s membership. SMART will also help any organization start and manage a new bowling scholarship program while relieving new and existing bowling scholarship providers from the burden of administering their scholarship funds. YABA has developed two service levels to accomplish this mission: Level one is SMART’s information and assistance level. This SMART level can be contacted in one of three ways – telephone, mail or email. SMART Level One will provide the following services: Information on how to start a bowling scholarship league, tournament or written Information on how to manage the scholarship dollars collected. Advise, assist and support organizations regarding any problem encountered in conducting or administering their scholarship programs. A booklet containing location of scholarship leagues, tournaments, and written cholarships offered worldwide; universities and colleges that offer bowling scholarships and those offering bowling as a scholastic or club sport; and national scholarship applications. In Level Two, the organization forwards their scholarship dollars to SMART, and SMART will manage their scholarship dollar on a daily basis. SMART charges no fee to use the program. SMART operates off the interest made on the scholarship funds. At the end of each bowling season (July 31st) SMART will deduct the operating expenses from the total interest earned. The remaining interest will be credited to each organization. The amount each organization receives will be determined on a percentage basis by the total amount of scholarship funds in their account. The organization then may use the interest as new scholarships at their discretion. For more SMART information, write to SMART 5301 S. 76th St. , Greendale, WI 53129, call 414/423-3343, fax 414/421-3014 or e-mail Ed Gocha at egocha@bowlinginc. com. 999 Youth and Collegiate Bowlers Scholarships SMART’s 1998 Youth and Collegiate Bowling Educational Guide is provided here for Junior Olympics Program To help young bowlers progress from their first visit to a center o becoming a Junior Olympic Gold member, YABA has created a pipeline (to be released in July 1999), to guide them through the different stages of development and prepare them for active roles as participants in the adult membership With this road map, youth bowlers will be guided through five different levels of bowling; Introduction to Bowling, First Organized Program, League Participation and Introduction to Tournament Competition, Purely Competitive and Elite Competition (TEAM USA). Who are Gold members? The Gold Program is the highest level of the USA Junior Olympic Bowling Program. To become a Junior Olympic Gold member, athletes must carry a minimum 165 average for girls and 175 for boys based on at least 21 games and be YABA members in good standing. Only Gold members are eligible to participate in the Junior Olympic Program’s pinnacle event, the Junior Olympic Gold National Championships. More than 500 athletes competed in the National Championships held in July in Orlando, Fla. Complete Coverage of the 1999 Junior Olympic Gold National Championships. Gold members (YABA members with minimum average of 165 for girls and 175 for boys) may qualify to compete for a spot on the Junior Olympic Bowling TEAM USA hrough the Junior Olympic Gold National Championships. The program’s goals are to emphasize advanced training, coaching and team bowling. In addition, the program will help develop more elite bowlers to feed into collegiate or professional bowling and become future members of American Bowling Congress or Women’s International Bowling Congress. How does the Junior Olympic Gold National Championships work? Athletes qualify for the National Championships by winning or finishing high enough in a Gold Event. (Entries paid by the Event sponsor. ) The five-day competition is conducted on multiple lane conditions and consists of ouble elimination match play. The top 16 boys and top 16 girls advance to round-robin finals to compete to win the six boys and six girls spots available on the Junior Olympic TEAM USA. The Junior Olympic Bowling Program was created from YABA’s partnership with USA Bowling, and in conjunction with the United States Olympic Committee. The Junior Olympic program focuses on athletes’ skill levels rather than age and gender and offers several player development levels. Gold members have the opportunity to become members of Junior Olympic TEAM USA, chosen annually at the Junior Olympic Gold National Championships. Being a Junior Olympic TEAM USA member offers several benefits, including representing the United States in national and international competition, access to scholarships, training at the United States Olympic Training Center in Colorado Springs, Colo. , all-expense paid travel and competition fees, uniforms, recognition from other skilled bowlers and being part of a feeder system for future TEAM USA members. Canadian members are eligible to be Junior Olympic Gold members, compete in the National Championships and earn scholarships. They are unable to be Junior Olympic TEAM USA members. How to cite Influence of Athletes to People, Essay examples

Television and Media TV Violence and the V Essay Example For Students

Television and Media TV Violence and the V Essay -Chip Media Argumentative Persuasive EssaysTV Violence and the V-Chip America has the highest crime rate in the world. Along with that crimerate is also the substantially high violence rate. Why is violencebecoming and everyday event in our society? When you flip on thetele and tune into the news, the highlight of every show is somehow directlyrelated or connected to violence. We see it every evening and perhaps say Ohmy gosh, how terrible. and then forget all about it two minutes later. Orperhaps we dont even make any comments at all, just a simple grunt or..huh... This numbness to violence is very scary and very real. Why is itthen that America has the most crime and violence. Why not Switzerland orAustralia. Are we not as civilized and advanced as they? I believe it is thisnumbness to violence that has made America so violent. We will write a custom essay on Television and Media TV Violence and the V specifically for you for only $16.38 $13.9/page Order now When I think back to my childhood and remember television I rememberwatching such programs as Sesame Street, Mr. Rogers, and Scooby Doo. Ihave nothing but pleasant memories filled with happiness, peace, understanding,and learning. When you watch childrens programs today you see senselessviolence often as the first means of solving a problem. The classic view ofgood versus evil is the basis of these shows with violence as the answer. When children watch these programs they copy the actions and morals of theseshows depicting good and evil. Children do not know what good is or whatevil is, how can they? This world is not broken into good and evil. Evil to children is what opposes them, what does not agree with them, or anyother person or thing that poses a possible difficulty. Children must be taughtthat there are differences in this world. This world is filled with many peopleholding different beliefs, ideas, and morals. That is what makes this worldso unique and colorful. Children need to learn to respect these differences froma very young age. They need to learn to talk out and solve any disagreements orproblems through other means than violence. They must not know violence as ananswer, as if violence was never even an option to consider in solving aproblem. I recently became aware of the problem of violence in children when Istarted observing small children at play at my apartment complex. I had knownone small child in particular when he was just learning to speak. I had watchedhim and talked with him for several years and noticed nothing violent noraggressive about him. Back then he played more outdoors rarely ever goinginside (except when his mother called for dinner), but as he got older and moreinterested in television I noticed that he was becoming much more aggressiveespecially as he played outside with his friends and sisters. He would punchand copy the moves of the cartoon shows he watched even to the point of copyingtheir war cries and sayings. The media claims that they have no influence onchildren, that could not be further from the truth. Children are the easiestto manipulate and take advantage of because they are innocent and because theyare innocent they are also ignorant. Some people say that the boy was merelymaturing, becoming more like a man. But how many five year old boys do youknow that have testosterone flowing through their body? The main problem wasthe television shows that he was watching. That is very obvious. The problem with the above mentioned case was not just television itselfbut the combination of television and child. Children are very susceptible andeasily persuaded as we all know. In the early 1960s, Albert Bandura ofStanford was the first to present the theory that children not only learned fromtheir parents through imitation but also through imitating television. So whenchildren imitate what they see on television, especially when it is somethingthat is rewarded, and knowing how violent television is these days, televisioncan and does influence children in violent and aggressive means. When childrenare raised with violent television they become desensitized to real peoplessuffering (Leland 47). When children watch a man get blown up across thescreen and see the hero prevail from the conflict it encourages the thought thatwhen you want something, its alright to obtain it through violence because youwill be rewarded in the end. This along with the fact that a murder ontelevision shows is so common that children begin to project what they see ontelevision onto the world they live in and resulting in confusing fantasy withreality. Most psychologists believe that media alone is not the sole problem ofviolence in children, but one in particular, Dr. Leonard Eron disagrees. Hehas done a 22 year study of children as they mature from the age of eight toadulthood to prove his theory that television has a greater affect on childrenthan most think. His results are shocking. The studies conclude that the singlebest predictor of adulthood violence and aggression is not due to violent homes,poverty, poor school performance, single parent homes, nor to real lifeviolence, rather to heavy amounts of television/media violence. But ofcourse not every youngster is affected. (Qtd. Leland 47). The reason for thisis because children with fewer natural aggressive tendencies are less affectedby television violence, in other words, if a child is naturally aggressive,violent television tends to bring these traits out. Eron also discovered thatthe content of the television doesnt need to be violent to have a violentaffect on children . In fact television shows with high amounts of action andtension had the same results as those with violence, adding to the largespectrum of television programs that can have effects on children. Researchershave also found that the affects of violence in television on adults is muchlower to that of children because adults know the difference between what isreal and what is tv land. Eron also states that though television does notaffect adults as much, they are nevertheless affected, though in other ways. .u7b0a7156b91bf025f583d9edf9a69c5f , .u7b0a7156b91bf025f583d9edf9a69c5f .postImageUrl , .u7b0a7156b91bf025f583d9edf9a69c5f .centered-text-area { min-height: 80px; position: relative; } .u7b0a7156b91bf025f583d9edf9a69c5f , .u7b0a7156b91bf025f583d9edf9a69c5f:hover , .u7b0a7156b91bf025f583d9edf9a69c5f:visited , .u7b0a7156b91bf025f583d9edf9a69c5f:active { border:0!important; } .u7b0a7156b91bf025f583d9edf9a69c5f .clearfix:after { content: ""; display: table; clear: both; } .u7b0a7156b91bf025f583d9edf9a69c5f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u7b0a7156b91bf025f583d9edf9a69c5f:active , .u7b0a7156b91bf025f583d9edf9a69c5f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7b0a7156b91bf025f583d9edf9a69c5f .centered-text-area { width: 100%; position: relative ; } .u7b0a7156b91bf025f583d9edf9a69c5f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7b0a7156b91bf025f583d9edf9a69c5f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7b0a7156b91bf025f583d9edf9a69c5f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u7b0a7156b91bf025f583d9edf9a69c5f:hover .ctaButton { background-color: #34495E!important; } .u7b0a7156b91bf025f583d9edf9a69c5f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7b0a7156b91bf025f583d9edf9a69c5f .u7b0a7156b91bf025f583d9edf9a69c5f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7b0a7156b91bf025f583d9edf9a69c5f:after { content: ""; display: block; clear: both; } READ: Multicultural Education in America EssayAnother view presented by Walter Wink, a professor of biblical interpretationat Auburn Theological Seminary in New York City, states that: Children identify with the good guys so that they can think of themselves as good. This enables them to project out onto the bad guy their own repressed anger, violence, rebelliousness, or lust Salvation is guaranteed through identification with the hero. (Qtd. Levine 24)Another interesting tid-bit about television violence: by age 18, a child willhave seen at least 150,000 acts of violence on the television. By age six, mostchildren will have watched 5,000 hours of television and by the end of hi ghschool, over 19,000 hours. That is a lot of television. What would happen without television? One epidemiologist named Brandon S. Centerwall claims that without television the United States would have nearly10,000 fewer murders per year, almost 70,000 fewer rapes, and 700,000 fewerassaults. Although many disagree Centerwalls statements and predictions,there is not doubt that without television there would be fewer aggressiveactions in the United States. Proving the no television, fewer crimes theorywill be very difficult but the evidence will eventually surface in the years tocome. Perhaps then the television companies and corporations will begin to see,but perhaps it will be too late and television will be planted to deep into theroots of American society. Children need to be more creative and television certainly does not givechildren the opportunity to be creative, Henry Alptrum puts it best with Theabsence of television spawns creativity. (Alptrum). Television gives theviewer both sight and sound at once leaving only three senses to imagine. Radioleaves four senses. Books leave all five senses to imagine. In fact a study inCanada conducted by Tannis MacBeth 20 years ago on the effects of television ona small town produced results that were not surprising at all. She discoveredthat with the introduction of television to this small town creativity droppedand within two years the number of incidents of pushing, shoving, hitting,biting, and all other forms of aggressive actions by children increased as muchas 160 percent. This cannot simply be coincidence. In another related studydirected by Centerwall murder rates and in the United States, South Africa,and Canada doubled ten to 15 years after the introduction of television. Thereare h undreds of documented tests and experiments relating to the fact thatviolence on television has a very negative effect on children. Is the media to take all the blame? Of course not. After all, this isAmerica and I believe nothing more strongly than freedom of speech andexpression. The solution to this problem is censorship. Censorship not at thegovernmental level, nor at the state level, nor at the cable company level,rather at the level of the parents. They and they alone are the ones who needto decide what is best for their children for only they know what is best. WhenI was a child my mother was always there to tell me what I could and could notwatch. Of course when I was smaller I hated it, but now that I am older I amso grateful and thankful that my mother censored what was fed into my brain. But another problem arises! In todays society, two working parents is the norm. For many children there is no one at home to tend them, to tell them what todo and enforce it. Children are left to their own. A baby sitter as an adultreplacement is fine for watching over the safety of the children, otherwisethey could care less what the children watched because they undoubtedly watchedor still watch the same program or consider it harmless because it is an afterschool kids cartoon. What has the media done to counteract this? Very little to nothing. They deny that the problem actually exists. But the problem does exist and isvery real, and they can help stop it. They can help change it. What then ispreventing it? What is preventing the media from trying to help? Money ofcourse. What could be more important than money? These childrens shows arebig money makers and that says it all. The media has done very little in theactual solving of the problem, in fact about the only thing they have done isto add a special 30 second warning before a show or television movie that maycontain scenes that require parental supervision. Although this is a step inthe right direction, more action is needed. .u6ce6c2950e82cc9e8c75a5c136889fb1 , .u6ce6c2950e82cc9e8c75a5c136889fb1 .postImageUrl , .u6ce6c2950e82cc9e8c75a5c136889fb1 .centered-text-area { min-height: 80px; position: relative; } .u6ce6c2950e82cc9e8c75a5c136889fb1 , .u6ce6c2950e82cc9e8c75a5c136889fb1:hover , .u6ce6c2950e82cc9e8c75a5c136889fb1:visited , .u6ce6c2950e82cc9e8c75a5c136889fb1:active { border:0!important; } .u6ce6c2950e82cc9e8c75a5c136889fb1 .clearfix:after { content: ""; display: table; clear: both; } .u6ce6c2950e82cc9e8c75a5c136889fb1 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u6ce6c2950e82cc9e8c75a5c136889fb1:active , .u6ce6c2950e82cc9e8c75a5c136889fb1:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6ce6c2950e82cc9e8c75a5c136889fb1 .centered-text-area { width: 100%; position: relative ; } .u6ce6c2950e82cc9e8c75a5c136889fb1 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6ce6c2950e82cc9e8c75a5c136889fb1 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6ce6c2950e82cc9e8c75a5c136889fb1 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u6ce6c2950e82cc9e8c75a5c136889fb1:hover .ctaButton { background-color: #34495E!important; } .u6ce6c2950e82cc9e8c75a5c136889fb1 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6ce6c2950e82cc9e8c75a5c136889fb1 .u6ce6c2950e82cc9e8c75a5c136889fb1-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6ce6c2950e82cc9e8c75a5c136889fb1:after { content: ""; display: block; clear: both; } READ: Aristophanes, Plautus, And Euripides Essay So where does the solution lay? There are several options some areobvious and some are just mere ideas. One way to control the television is tonot turn it on. Another idea is to not purchase a television, but that isridiculous because television can be informative and educational. Just when itseems that all hope is lost technology finds an answer: The V-Chip. The V-Chip was invented by a Canadian several years ago with the purposeof censoring what can be seen on television by youngsters. This chip could beinserted into all new television sets and would enable the owner to define whattype of television shows could be viewed at home. This gives the parents totalcontrol over what is viewed on the set when no one is home to keep an eye on thenest. The chip is complete with a password to stop the little computer geniusfrom overriding any settings. Ratings include such topics as, violence (inseveral levels), sex, language, mature content, etc.. It offers quite anexpansive array of options and certainly has its benefits. But with every newidea there is opposition. There are some that claim that it will never help inthe battle against violence, but these are the same people who believe thatmore real type violence should be shown on television because of the supposedfact that it would have a cathartic affect on the populace. Others are wearyabout who decides what television show is violent or what movie is too risqu. They fear the government will take control over what the people will see and forthat reason the V-Chip is unconstitutional. But the V-Chip should be offerednevertheless to those who want to take advantage of what it has to offer notunlike television sets that are mandated to have equipment for the hearingimpaired. Dr. Eron, a well known and well accredited psychologist, adds anotherpossible problem to the V-Chip. He believes that the V-Chip is too easy. TheV-Chip actually takes away the responsibilities of being a parent. Thetemptation for parents to merely block something out with a chip and hiding thetruth is much too great with the V-Chip. When parents simply use the chip toblock out the unwanted information childrens curiosity is heightened. Theparents responsibility should include talking and discussing the problems oftelevision violence. They should discuss the feelings of victims of realviolence and draw a distinct line between what is seen on television and what isreality. Family rules and regulations should be made on how much, when, andwhat television programs can be viewed. The V-Chip helps in setting theseguidelines but is in no way designed as a stand-alone apparatus. One thing is for certain and that is tv does have an affect of childrentoday. It has been proven over and over again in the many hours of research andyears of testing that in the long run tv affects people. None are more affectedthan children. This problem of the affects of television is just recentlybecoming a known and well established health issue. A handful of scientists andpsychologists had predicted that this nation would turn into a nation ofmorons. (Qtd. Davies 36). America went from a nation with the highest standardsof education and excellence in education to a nation with some of the lowestscores in education in the third world. This prediction of a a nation ofmorons. (Qtd. Davies 36) is sadly becoming true. When headlines like Six-year-old charged with battering baby are written across the front page of thedaily newspaper that is when we should realize that there is something wronggoing on in this nation. Children learn from watching television. Whether itis something mo rally sound or something criminally sound children take ineverything they see and learn it. Parents must be the first line of attackagainst television taking over the children because they can no longer ignorethe problem and hope that the television stations will somehow come up with asolution. The stations have done very little to help. The V-Chip offers somehelp but must be reinforced with parental discussions. There is always one otheralternative to censoring what is fed into the minds of our children. Peter Goddard states it well with You can turn the damn thing off, you know. (25)

Pollution in Our seas essays

Pollution in Our seas essays Since the beginning of time, human beings have taken advantage of the oceans by using them as a dumping ground. Soda bottles, food wastes, plastic pellets, old tires, fishing equipment, and many other types of debris are dumped into the oceans. This senseless act is killing innocent sea animals at an alarming rate. In addition to harmless marine creatures dying off, our drinking water has become greatly affected as is our ability to use water for recreational purposes. In order to combat water pollution, we must understand the problems, how it affects the ocean, and become part of the solution. Water pollution is any chemical, physical or biological change in the quality of water that has a harmful effect on any living thing that drinks, uses or lives in it (Water...). There are several categories of water pollutants. The most damaging and most numerous of all are plastics. The problem occurs when we no longer need these items and we dispose of them especially the throwaway material used in wrapping or packaging. Plastic does not promptly break down in nature. Which means, the plastics that are tossed in the ocean today may still be around hundreds of years from now causing immense harm. It requires high ultra-violent lights in order for it to decay. One survey in the North Pacific found that 86% of the floating trash was plastics (Threatened... 40). However, the amount of plastic wastes found in our oceans is steadily increases. This plastic can affect marine life in two significant ways: by entangling creatures, and by fooling the predator into thinking that it is food. For example, a plastic bag looks like a jellyfish to a sea turtle. However, if consumed by the sea turtle, it could choke or it could cause a serious infection interna lly. Below is a picture illustrating what a six-pack ring (used to hold beverages) thrown into the ocean can do: In 1992, a group in North Caroli...

How to Become a Pharmacy Technician

How to Become a Pharmacy Technician If you’ve ever waited in line at a pharmacy for a prescription, you likely know that pharmacy technicians are the ones who help to keep everything moving. Meeting the prescription and over-the-counter healthcare needs of the community is a huge task, and the pharmacy tech plays an essential part. The Day-to-DayPharmacy technicians (also known as pharm techs) are healthcare professionals who assist licensed pharmacists. Their duties may include:Dispensing drugs and medical devices to patientsEducating patients on potential side effectsEducating patients on the use of medical devicesReviewing prescriptions from doctors’ officesReviewing insurance coverage and working with the insurance companiesEnsuring that patients get the correct prescriptionHandling payment and insurance transactionsOther administrative duties related to the pharmacy as neededMost pharm techs work in community, retail, or hospital pharmacies, but there are also opportunities in nursing homes, private companies, pharmaceutical manufacturers, government, or academic settings. The majority work full-time, in a standard work week, though some pharmacy techs work part-time.For more on what it’s like to be a pharmacy technician, check out these videos:How to Be a Pharmacy TechnicianPharmacy Technician Career OverviewCareer Profile: Pharmacy TechnicianThe RequirementsBecoming a pharmacy technician is a process that can take less than a year, or up to 2 years. To get started, you should have at least a high school diploma. Most pharmacy techs opt to take a 1-to-2 year program at a community college or vocational school, where the coursework may provide technical training and certification. Each state has its own rules that can vary widely (from required schooling, certification, and exams to no official certification necessary), so be sure to check your own state’s requirements before you get started.The SkillsAccuracy is an absolute necessity for pharmacy techs. Inaccurat e prescriptions, or the wrong medicine going to the wrong person, can be extremely dangerous. Pharm techs are often the first and last line of defense, making sure that everyone is getting the medication they’re supposed to be getting. Attention to detail is perhaps the most important skills for a tech to have, but others are crucial as well. These skills are typically learned through certification programs or on-the-job training:Pharmacy and medical termsBasic knowledge of medicationsBasic pharmacy operationsMedication dosage measurement and best practicesLaw and ethics for pharmacy practiceThe PayThe median salary for pharmacy technicians is $29,810 per year, or $14.33 per hour, per the U.S. Bureau of Labor Statistics (BLS). And according to a PayScale.com survey, pharm techs are â€Å"highly satisfied† with their career choice.The OutlookAs pharmacies change with the times and drugs are shipped in bulk, pharmacy techs will be more in demand than ever so that they ca n dispense medicine accurately and effectively, freeing up pharmacists to provide clinical services. The BLS expects the field to grow by at least 9% by 2024.Interested? APPLY HERE

Mathematical Cognition and Mathematical Learning Difficulties Essay

Mathematical Cognition and Mathematical Learning Difficulties - Essay Example Any difficulties in learning or understanding these skills may result in mathematical learning difficulties. It is imperative that we gather information about arithmetic skills in order to perpetuate our understanding of the root cause of dyscalculia. This can be done with the help of the two main neuropsychological models of numerical abilities which are outlined below. McCloskey, Caramazza, and Basili (1985) have divided arithmetic skills into three main groups: (1) comprehension of number concepts; (2) production of numbers; and (3) calculation. (from Shalev and Gross-Tsur) These skills call for the ability to process verbal and Arabic representations of numbers. Further it requires an understanding of the processed numbers coupled with the ability to transcode numbers from one representation to another. Calculation refers to arithmetic competency in terms of strategies used to solve problems, a keen grasp of the concepts involved and a decent knowledge of the counting principles. The "triple-code model" w... sychological as well as an anatomical basis and its premise is the three basic elements of verbal, visual, and magnitude representation in acquiring arithmetic skills. According to this model verbal processing is done in the left hemisphere of the brain whereas magnitude estimations and visual representations are bilaterally localized. Any deficit or failure in acquiring these skills is bound to manifest itself as a mathematical disability. Normal children use a particular or judicious mix of strategies in using these skills to solve arithmetic problems but studies have shown that "MD children tend to use immature problem-solving strategies" (Geary 1993, 348) MATHEMATICAL DISABILITIES FROM A COGNITIVE PERSPECTIVE MD children presumably have difficulties in the retrieval of basic arithmetic facts from their memories and in the computation or procedures involved in arithmetic processes. According to Geary, "lower order deficits of MD children potentially reside in five component skills: procedural, memory retrieval, conceptual, working memory, and speed of processing." The first two are functional skills and they are important determinants of mathematical performance whereas the latter three skills are underlying components which may influence the output. Studies have shown that MD children are, "characterized by a high frequency of computational and memory-retrieval errors" (Geary 1993, 348) This indicates that these children are not fully cognizant of the tenets of mathematics (poor conception) which is further accentuated by a retrieval deficit memory. Moreover their counting speed is slow and this mars problem- solving ability as the working memory falters and finally decays. MD children ar e unaware of the errors they make and hence there is repetition of errors.