Nuremberg Laws against the Jews Essay

The Nuremberg Laws were aimed at preserving the purity of the German race. One of the intentions of the Nuremberg Laws was to provide for who was considered to be a Jew or what it meant to be a Jew. This paper therefore examines the Nuremberg Laws, with an aim of answering the comparative question of what it meant to be a Jew according to the laws. The Nuremberg Laws stemmed from the Nazi Racial Legislation of 1935, which was aimed at upholding the perceived Germanic racial superiority, and promoting it as such. According to Hoss (2013), the national identity in Nazi Germany was required to hold an extremely more superior race. As Stimson (2013) points out, the German racial superiority was expected to be free from the Jews’ contamination. Hoss (2013) points out that during Nazi Germany, the Germans were considered better than Jews, and so the former was required to act in a manner that annihilated the latter. It is for this reason that Nuremberg Laws were formulated to define the identity of the Jews and minimize their contamination of the perceived German racial superiority, all in the hope of safeguarding the German nation for the entire future and upholding the perceive purity of the German blood (Ward & Gainty, 2011). Article 5 of the Nuremberg Laws provided an elaboration of who was to be considered as a Jew. For instance, under Article 5(1) of the Nuremberg Laws, a person was to be considered as a Jew if he or she was a descendant of at least three grandparents who were racially full Jews. Article 5(1) was to be read together with the second sentence of part 2 of Article 2 of the Nuremberg Laws. Article 5(2) of the Nuremberg Laws also provided that a person shall be considered as a Jew if both of his or her parents were full Jews (Ward & Gainty, 2012, p. 332). Under the statute of these formed laws (i. e. the Nuremberg Laws), a person was deemed to have descended from two full Jewish parents, if (a) he or she was a member of the Jewish religious community at the time the Nuremberg Laws came to force, or joined the said community after the laws came into force; (b) he or she was in a marriage relationship with a Jew at the time the laws come into force or entered into such a marriage after the laws had come into force; (c) he or she was born to at least a Jewish parent in a manner provided under Section 1, and if the marriage from which he or she is an offspring was constructed consequent to the coming into force of the Law for the Protection of German Blood and German Honor; and (d) he or she was an offspring an extramarital relationship, that involved a Jew, in the sense of Section 1, and was to be born outside wedlock after the 31st day of July, the year 1936 (Ward & Gainty, 2012). Section 1 of the Nuremberg Laws prohibited any form of marriage relationship between German nationals or kindred blood and Jew. Such marriages were to be considered illegal and against section 1 of the Nuremberg Laws even if, for purposes of evading the law, they were concluded outside Nazi Germany. An individual who happened to be a Jew as provided under Article 5 of the Nuremberg Laws, and as has been explained highlighted in the previous paragraphs, was prohibited, under Section 1 of the Laws, from contracting any marriage relationship with a German national or kindred blood, whether within Nazi Germany or overseas (Ward & Gainty, 2012,). Similarly, Section 2 of the said laws prevented any Jew from entering into any outside marriage with German nationals or kindred blood. According to Hoss (2013) this was aimed at protecting the superiority of the German nation and preserving the purity of the German blood by ensuring that no child of German origin was born outside wedlock, and worse still, with a Jewish parent, since the Jews were not expected to mingle with the German nationals. The Nuremberg Laws did not target the Jews within the context of marriage per se, but also sought to limit the rights of the Jews in terms of free and fair management of their households. For instance, under Section 3 of the Nuremberg Laws, no Jew was allowed to employ a female German national or kindred blood as a domestic worker (Ward & Gainty, 2012). This was construed by Hoss (2013) as a way of preventing incidents of master-servant abuses (e. g. sexual abuse of female German national domestic servants by their Jewish masters), and which could, in some cases, lead to the breach of Section 2 of the laws. The Jews were also prohibited from associating with both the Reich and the German national flag. For instance, Section 4 of the Nuremberg Laws prohibited any Jewish person from hosting the Reich and/or national flag as well as hosting the colours of the Reich (Ward & Gainty, 2012). The punishments that were to be meted against the Jews who were deemed to have acted in breach of sections 1-4 of the Nuremberg Laws varied in nature, and were provided under Section 5 of the laws. For instance, acting contrary to Section 1 of the laws attracted hard labour as punishment, whereas that who breached Section 2 of the said laws was liable for imprisonment or hard labour (Ward & Gainty, 2012). Similarly, Section 5 of the laws provided that whoever (i. e. any Jew) was found to have acted contrary to the provisions of Sections 3 and 4 of the laws would be liable for imprisonment for a period of not more than 1 year, and with a fine or with one of the penalties provided thereof (Ward & Gainty, 2012). In conclusion therefore, the Nuremberg Laws, when viewed from legal and moral perspectives, appear to be both illegal (especially in the context of international humanitarian law) and immoral, as they aimed at legalizing open discrimination against the Jews and denying members of the Jewish community the right to freedom of association and expression of free will. In addition, the supposed punishments for acting in breach of the various Sections of the laws were controversial, and so depended on the mood and attitude of whoever was presiding over as the ‘judge. ’ For instance, Section 5(3) of the laws fell short of defining what constituted a fine as a punishment for acting in breach of Sections 3 and 4 of the laws. The implication thereof is that a ‘judge’ may sometimes impose a fine that is not commensurate with the offence committed. References Hoss, R. (2013). â€Å"Memoirs. † Swerdloff, Howard. The World since 1924. Boston, New York: Bedford/St. Martin’s Press. Stimson, H. L. (2013). The Decision to Use the Atomic Bomb. Swerdloff, Howard. The World since 1914. Boston, New York: Bedford/St. Martin’s Press. Ward. D. W. , & Gainty, D. (2011). Sources of World Societies vol II, since 1450. Second Edition (pp. 1-512). Boston, New York: Bedford/St. Martin’s Press. Ward. D. W. , & Gainty, D. (2012). The Nuremberg Laws: The Centerpiece of Nazi Racial Legislation (331-333), in Sources of World Societies. Volume 2: Since 1450 (2nd Ed). Boston: Bedford.

11 Facts About Elder Abuse Essay

1. Elder abuse most often takes place in the home where the senior lives. It can also happen in institutional settings, especially long-term care facilities. 2. Approximately 1.6 to 2 million seniors become victims of abuse or neglect in domestic and institutional settings in the U.S. every year. 3. The four most common forms of elder abuse are physical abuse (including sexual abuse), psychological and emotional abuse, financial/material abuse, and neglect. 4. Most elder abuse victims are dependent on their abuser for basic needs. 5. At least 1 in 9 Americans over the age of 60 has experienced some form of elder abuse. 6. Seniors who have been abused have a 300 percent higher risk of death when compared to those who weren’t. 7. In almost 90 percent of elder abuse and neglect incidents, the perpetrator is a family member. Two-thirds of perpetrators are adult children or spouses. 8. For every reported incident of elder abuse, five others go unreported. 9. Almost 50 percent of seniors with dementia (a decline in mental ability. Alzheimer’s is the most common type of dementia) experience some form of abuse. 10. While 91 percent of federal abuse prevention dollars are spent on child abuse, 7 percent is spent on domestic abuse, and only 2 percent goes towards protecting the elderly. 11. Legislatures in all 50 states have passed some type of elder abuse law. Types Although there are common themes of elder abuse across nations, there are also unique manifestations based upon history, culture, economic strength, and societal perceptions of older people within nations themselves. The fundamental common denominator is the use of power and control by one individual to affect the well-being and status of another, older, individual. There are several types of abuse of older people that are generally recognized as being elder abuse, including: Physical: e.g. hitting, punching, slapping, burning, pushing, kicking, restraining, false  imprisonment/confinement, or giving excessive or improper medication Psychological/Emotional: e.g. humiliating a person. A common theme is a perpetrator who identifies something that matters to an older person and then uses it to coerce an older person into a particular action. It may take verbal forms such as name-calling, ridiculing, constantly criticizing, accusations, blaming, or non verbal forms such as ignoring, si lence or shunning. Financial abuse: also known as financial exploitation. e.g. illegal or unauthorized use of a person’s property, money, pension book or other valuables (including changing the person’s will to name the abuser as heir). It may be obtained by deception, coercion, misrepresentation, undue influence, or theft. This includes fraudulently obtaining or use of a power of attorney. Other forms include deprivation of money or other property, or by eviction from own home Scam by strangers: e.g. worthless â€Å"sweepstakes† that elderly persons must pay in order to collect winnings, fraudulent investment schemes, predatory lending, and lottery scams. Sexual: e.g. forcing a person to take part in any sexual activity without his or her consent, including forcing them to participate in conversations of a sexual nature against their will; may also include situations where person is no longer able to give consent (dementia) Neglect: e.g. depriving a person of food, heat, clothing or comfort or essential medication and depriving a person of needed services to force certain kinds of actions, financial and otherwise. The deprivation may be intentional (active neglect) or happen out of lack of knowledge or resources (passive neglect). Hybrid financial exploitation (HFE): e.g. financial exploitation that co-occurs with physical abuse and/or neglect. HFE victims are more likely to be co-habiting with abusive individual, to have fair/poor health, to fear the abusive individual, to perceive abusive individual as caretaker, and to have a longer duration abuse. In addition, some U.S. state laws also recognize the following as elder abuse: Abandonment: deserting a dependent person with the intent to abandon them or leave them unattended at a place for such a time period as may be likely to endanger their health or welfare. Rights abuse: denying the civil and constitutional rights of a person who is old, but not declared by court to be mentally incapacitated. This is an aspect of elder abuse that is increasingly being recognized and adopted by nations Self-neglect: elderly persons neglecting themselves by not caring about  their own health or safety. Self-neglect (harm by self) is treated as conceptually different as abuse (harm by others). Institutional abuse refers to physical or psychological harms, as well as rights violations in settings where care and assistance is provided to dependant older adults or others. What causes physical abuse of an elder? The exact cause of physical abuse is not known. Poor or crowded living conditions may be one of the reasons it occurs. The following may increase your risk of physical abuse: You have learning or memory problems. You have a long-term condition, such as dementia, diabetes, paralysis, or stroke. You have no relatives or friends who can take care of you. You have difficulty getting along with others. The carer depends heavily on you for things such as money or housing. The carer drinks alcohol or uses illegal drugs. The carer has a personality disorder, depression, or another mental illness. The carer has a history of family violence, such as physical or sexual abuse. The carer has stress due to work, taking care of you, or financial problems. What are the signs and symptoms of physical abuse of an elder? Repeated falls or injuries, or old injuries that were not treated when they happened Scratches, bite marks, or marks from objects used for restraining, such as belts, ropes, or electrical cords Broken or dislocated bones Cuts or bruises, especially on both upper arms (grab marks) Scars or burns from cigarettes, irons, or hot water Blood or discharge coming from your nose, mouth, or genitals

Damaged Facilities in Public Schools Essay

Introduction A. Background of the Study Students in public schools acquire sickness from he dirty environment. Frombroken chairs to unventilated rooms, this can be to them uncomfortable and thus, each student’s mood and concentration. see more:lack of school facilities affect students performance The no.1 facility that causes problem for the students is the comfort room. The comfort room in public schools nowadays is an eyesore. The odor that the comfort room releases causes illness in students and visual pollution every time the students visualizes the comfort room.The no.2 facility that has serious problem are the classrooms where the students have their classes at. You can see vandalized area in every angle of the classroom and Insufficient ventilation which made the atmosphere in the classroom very uncomfortable that the students can’t focus on the class discussion any more. The students deals with that kind of atmosphere instead of listening and focusing on the class discussions but the students focus on complaining how the classroom is so hot , and the odor inside the classroom that are caused by unmaintained cleanliness inside the classroom. The hot aura from insufficient ventilation in the classroom is another reason for a bad odor that are spreading inside the classroom and another reason that there’s a higher possibility that the students may acquire illness from the unbalanced environment. The common students that suffers from this kind of environment are the students have colds, asthma and students that have a kind of ill that are not meant to adapt in this kind of environment. The decorations in the classroom also affects each student’s moods, if the classroom is maintained properly it lightens the moods of the students in the classroom and if the classroom is not maintained properly, you’ll notice how each students in the classroom if they would behave properly or not. The students are commonly irritated and annoyed from what they are seeing and from what they are feeling inside the classroom because of the unwanted view. For this reason, the researchers decided to conduct a study about the damaged facilities in public school because they want to help the students to focus in their study, have much time to listen in their lesson and to avoid such that illness and even destruction to their surroundings. To make each students healthy once again and for the next generation that will use the facilities and to keep it in a better way. B. Statement of the Problem In this study damaged facilities of Cayetano Arellano High School was conducted. It is for the purpose of getting information about the effects of damaged facilities. Specifically, the study will seek answers to following questions : 1. Do the damaged facilities affect the health of students? 2. What is the cause of the damaged facilities? 3. Are the students aware of the damaged facilities? 4. How do students survive the rooms with damaged facilities? 5. What are the reactions of all teachers that have lots of damaged facilities? C. Significance of the Study The researchers conducted this problem because the school has so many damaged facilities like the comfort room of the boys and girls. There are no doors, not enough water, lots of trash and sometimes there are wastes in the toilet bowls. Students are irritated of the unpleasant smell and vandalized walls causing the students not to use the comfort rooms. Decaying environmental conditions such as peeling paint, crumbling plaster, non – functioning toilets, poor lighting. Inadequate ventilation, and inoperative heating and cooling systems can affect the learning as well as the health and the morally of staff and students. Also, there are damaged rooms, lack of chairs, damaged blackboards, no electric fans, and vandalized walls. That’s why some students are not comfortable to listen in class discussions and study their lessons. D.Hypothesis * There are many damaged facilities in Cayetano Arellano High School * There are no damaged facilities in Cayetano Arellano High School A. Scope and Limitations This research will cover chosen 4th year students from section 1 to 6 only. The guards, teachers, guidance councilors and the principal are not involved in the research. Chapter II A. Review of Related Literature The No Child Left Behind Act defines a healthy , high performance school building as one in which the design, construction, operation and maintenance is energy efficient, cost effective, provides good air quality and protects and conserves water(Healthy Schools Network, Inc., 2003). School facilities include the physical surroundings of the school ,construction of materials, technology available, amount of space available for students, teachers and staff, size of classrooms, and a clean and healthy environment that fosters safety(Lemasters, 1997). School principals have the responsibility of ensuring that the above infrastructure factors are emphasized and met as it relates to the quality and standards of educational facilities(Agron, 2000). A survey of a large sample of teachers in Washington, D.C. and Chicago found that school facilities conditions were shown to have direct effect on teaching and learning(Buckeley,Schneider and Shang, 2003). The findings of another study also concl uded that when teachers are allowed to teach and facilitate learning in environments that are well maintained and healthy , they are able to be more effective, which inevitably affects the academic achievement of students being taught at that particular school(O’Neill and Oates,2000). Deficiencies in school facilities negatively influence the student achievement for minority and poverty stricken students(Earthman,2002). A study of the District of Columbia school system found, after controlling for other variables such as as a student’s socioeconomic status, that students standardized achievement scores were lower in schools with poor building conditions. Students in school buildings in poor condition had achievement that was 6% below schools in fair condition and 11% below schools in excellent condition(Edwards, 1991). The relationship between building condition and student achievement in small, rural Virginia high schools. Student scores on achievement tests, adjusted for socioeconomic status, was found to be up to 5 percentile points lower in buildings with lower quality ratings. Achievement also appeared to be more directly related to cosmetic factors than to structural ones. Poorer achievement was associated with specific building condition factors such as substandard science facilities, air conditioning, locker conditions, classroom furniture, more graffiti, and noisy external environments(Cash, 1993). Similarly, study of large, urban high schools in Virginia also found a relationship between building condition and student achievement. Indeed, Hines found that the student achievement was as much as 11 percentile points lower in substandard buildings as compared to above standard buildings (Hines’, 1996). A study of North Dakota High Schools, a state selected in part because of its relatively homogenous, rural population, also found a positive relationship between school condition (as measured by principal’s survey responses) and both student achievement and student behaviour(Earthman, 1995). Heating and air conditioning systems appeared to be very important, along with special instructional facilities (i.e., science laboratories or equipment) and color and interior painting, in contributing to student achievement. Proper building maintenance was also found to be related to better attitudes and fewer disciplinary problems in one cited study (McGuffey, 1982). Research indicates that the quality of air inside public school facilities may significantly affect student’s ability to concentrate. The evidence suggests thst youth, especially those under ten years of age, age more vulnerable than adults to the types of contaminants (asbestos, radon, and formaldehyde) found in some school facilities (Andrews and Neuroth, 1988). A study of overcrowded schools in New York City found that students such schools scores significantly lower on both mathematics and reading exams than did similar students in underutilized schools. In addition, when asked, students and teachers in overcrowding negatively affected both classroom activities and instructional techniques (Rivera-Batiz and Marti, 1995). As for scientific evidence for ventilation’s effect on performance, two percent papers examining talk times for register nurses in call centers found that ventilation levels had only a small negative effect on productivity(federspiel et al. 2002, Fisk et al. 2002). The physical characteristics of the school have a variety of effects on teachers, students and the learning process. Poor lighting, noise, high levels of carbon dioxide in classrooms, and inconsistent temperatures make teaching and learning difficult. Poor maintenance and ineffective ventilation systems lead to poor health among students as well as teachers, which leads to poor performance and higher absentee rates (Andrews & Neuroth, 1988et al.), These factors can adversely affect student behavior and lead to higher levels of frustration among teachers, and lower job satisfaction. All these factors interact to hinder the learning process and perpetuate the shortage of teachers (Brouwers & Tomic, 1999; Borg & Riding, 1991; Byrne, 1991a; Ingersoll, 2001). The problem stems in part from the trend toward more energy-efficient buildings. Since the energy crisis of the 1970’s in the United States, school buildings have been built tighter, with more insulation, fewer windows, and relaxed ventilation standards in order to conserve energy. This has created a serious health hazard in some school systems where dust, mold spores, chemical fumes, and other allergens can be detected indoors at levels several times that of the outdoors (Sterling & Paquette, 1998). Impacts on health, well-being and performance may be hard to recognize. But indoor pollution levels may be 2-5 times, and occasionally 100 times, higher than outdoor levels, according to the U.S. Environmental Protection Agency (EPA). Studies indicate most Americans spend about 90 percent of their time indoors. Children are especially vulnerable because of the amount of time they spend indoors during the school day. (Ostendorf , 2001) The physical characteristics of aging or poorly designed schools can also inhibit learning with poor lighting, plumbing, and temperature control systems. The decision to build educational facilities with fewer windows in favor of fluorescent lighting may have reduced the amount of heat loss, but may also have created a more serious risk to health and performance. Natural light and artificial full-spectrum lighting has been found to minimize mental fatigue as well as reduce hyperactivity in children, while students tend to react more positively to classr ooms that have windows. Further, it has been found that fluorescent lighting may be related to greater amounts of hyperactivity in learners. Thermal comfort is also an important issue in relation to school facilities. Lackney (2000) states that classroom temperatures affect task performance and students’ attention spans (Lackney, 2000). Leaky plumbing systems in poorly ventilated schools contribute to the growth of mold on bathroom surfaces (Davis, 2001). The affects of mold in the environment can be as minor as simple irritation of the sinuses or much more serious depending on the duration of the exposure and the susceptibility of those suffering from the effects. Some people experience temporary effects which disappear when they vacate the premises, while others may experience long-term effects (Davis, 2001). Certain health effects, such as those related to allergic reactions like irritation of the eyes, nose, and throat, dermatitis, exacerbation of asthma, and respiratory distress, have been proven to be associated with mold exposure. Other reported effects such as fever, flu-like symptoms, fatigue, respiratory dysfunction (including coughing up blood), excessive and regular nose bleeds, dizziness, headaches, diarrhea, vomiting, liver damage, and impaired or altered immune function have been identified in persons who have been exposed to mold via inhalation (Davis, 2001). These maintenance and design issues can have a serious negative effect on the learning environment for students and the working environment for teachers; it is a health hazard for all who spend significant amounts of time in the building. These effects: poor student behavior, lethargy, and apathy are some of the most consistently identified stressors for teachers (Abel & Sewell, 1999; Blasà ©, 1986; Dewe, 1986; Stenlun d, 1995). Beyond the direct effects that poor facilities have on students’ ability to learn, the combination of poor facilities, which create an uncomfortable and uninviting workplace for teachers, combined with frustrating behavior by students including poor concentration and hyperactivity, lethargy, or apathy, creates a stressful set of working conditions for teachers. Because stress and job dissatisfaction are common pre-cursors to lowered teacher enthusiasm and attrition (Friedman, 1995; Rosenholtz & Simpson, 1990; Shann,1998), it is possible that the aforementioned characteristics of school facilities have an effect upon the shortage of teachers. What is lacking in the body of research related to the effects of school facilities upon student achievement and the performance of teachers is analysis of key characteristics such as lighting, ventilation, acoustics and temperature control in relation to measures of both student performance and teacher satisfaction. According to Schneider (2002), most studies have focused on single environmental media, neglecting the critical issue of interaction effects between day lighting, air quality, noise, thermal comfort, or other factors. It is possible that relationships exist between all three areas of the school environment: the quality of the school facility, behavior of students, and teacher satisfaction. Certainly, more research is needed in this area. In fact, the federal government may act as a catalyst for such research. Section 5414 of the No Child Left Behind Act of 2001 calls for more research into the health and learning impacts of environmentally unhealthy public school buildings on students and teachers (U.S. Congress 2002). Just as changes in the design of school buildings constructed during the energy crisis were driven by budget concerns created from rising energy costs, any future changes in school design trends are likely to be affected by the cost to taxpayers. Logic suggests the need for research into the specific effects of certain characteristics of school design for which tax monies will be spent before these changes will be realized. There is considerable debate as to the relationship of funding to academic achievement. According to Schneider (2002), and Hanushek (1989), there is little correlation between capital expenditures and academic achievement. Conversely, Hedges, Laine, and Greenwald (1994), and Lockwood and McLean (1993), state that a correlation between spending and academic achievement does exist. An analysis by Hanushek (1989) of 37 research articles on the direct effects of spending on achievement stated that â€Å"detailed research spanning two decades and observing performance in many educational settings provides strong and consistent evidence that expenditures are not systematically related to student achievement†. However, Hedges, Laine, and Greenwald (1994) re-analyzed data from the same 37 articles and found that there was strong evidence to support a systematic positive relationship between resource input and school output. Lockwood and McLean (1993) proposed that when the basic requi rements of the educational process have been adequately funded, additional monies do improve the educational process. Their study concluded that once a base level of funding has been provided, the result of judicious spending on the instructional program should be evidenced in improved achievement (Lockwood & McLean, 1997). However, a study in Great Britain by Pricewaterhouse-Coopers (as cited in Schneider, 2002) analyzed the effects of capital investment on academic achievement, teacher motivation, school leadership, and other issues and found that relationships were weak. Stricherz (2000) noted that student achievement suffers in inadequate school buildings, but there is no hard evidence to prove that achievement rises when facilities improve beyond the norm. Schneider (2002) summarized the debate, stating that existing studies on school building quality generally point to improved student behavior and better teaching in higher-quality facilities; however, â€Å"what is needed is more firm policy advice about the types of capital investments that would be most conducive to learning and to good teaching†. The lack of consensus is evidence of a need for further research of the specific effects of school building maintenance and design issues, not only on the student, but also the teacher and his or her job satisfaction, enthusiasm, and commitment to the profession. Should the study of these factors yield significant correlations to student achievement and overall levels of job satisfaction among teachers, it would provide justification to the allotment of monies for the renovation of existing facilities and the design of new facilities to include natural lighting, optimum acoustic and air quality in the classroom, and better temperat ure control, as well as proper maintenance. B. Preparation of study Materials Questionnaire Survey IV – 1 students IV – 6 students IV – 5 students IV – 4 students IV – 3 students IV – 2 students Statistical Analysis Collection of Data Paradigm Chapter III Methodology A. Description of the Study Area This Case Study is all about the damaged facilities in public schools. This research has been conducted for a certain purpose, to discuss in fixing the damaged facilities in every public schools. The common problems that the facilities in public schools that are facing are lack of materials and a simple cleaning materials couldn’t be provided well, students couldn’t provide those things because they don’t have enough money. Most students in the public schools are poor which is another reason that led for this kind of problem. This problem can be treated if the students would cooperate and so as the principal and the teachers. The principal can ask for government support for renovating some facilities in the school, this can gain improvements in the school easily if the government will give donations or by sending the materials directly in the school and to be used in some facilities. Students can help by simply following the rules in every classrooms and what their teachers told them to do. Cleaning is the best way to express their cooperation with this problem. Teachers can assign rules in every classroom that students has to follow to maintain the proper cleanliness and can make the classroom in right order. This research will help the problem that every public schools are facing. Solving this problem will make a big difference in every public schools. B. Preparation of Questionnaire In preparing the questionnaire for this research is difficult. Thinking how much will the questionnaire help this research and what would be the effect of the people’s answers in this problem. The researchers kept flooding their heads with questions that are important and will be a big help to their research. Answers from the surveys will be analyzed and be tallied by the researchers to find what other opinions that the people gave to them. Some of their answers will be used in the research to add some points for the topic.

Media Management Essay Example | Topics and Well Written Essays - 1250 words

Media Management - Essay Example This essay stresses that rdio and television managers must share the same basic principles of responsible journalism as the people they hire in running their newsrooms. Regardless of how enthusiastic, well trained and forward thinking journalists may be, public affairs and news programming stand little chance of growth unless the motivation and expertise of airing something, with the exception of music, is nurtured at the management level. This paper makes a conclusion that inexperienced station managers may view maintenance of news as capital intensive and very risky politically and decide not to venture into it. Such managers must familiarize themselves with the numerous examples from other media houses in recent years where the risks have paid off well in terms of loyal audiences, favorable public perception and increased revenue. Managers should evaluate the skills of their newsroom in order to understand the qualities of good news and public affairs programs and also how to maximize advertisement sales due to the effect of local news programming. Media managers must also familiarize themselves with the basics of journalistic ethics because it is them who will the final arbiters and not journalists whenever there are accusations, disputes or ethical calls to be addressed. Media house management should acquaint themselves with key functions of media management such as ethics and law in broadcasting, technology and e ngineering, station promotion and identification and production and creativity. Others include sales principles, advertising and pricing, structure of a radio or TV station, and broadcast programming. Hierarchy of organizational communications needs Just like Maslow's hierarchy of human needs, there is also a hierarchy of organizational communications. The basic level of communication is the customer service that involves being available to execute communications on a responsive and professional basis, but not ordering anything more. This involves the media personnel just doing their job and has been compared to Maslow's physiological needs for food, shelter and water. From customer service, the level of communication goes up to 'media' where an appropriate range of media resources where the work is well produced and receives a high audience rating. This is a very secure and safe way of meeting the needs of the customers but does not add anything more. It is very much like Maslow's human safety need. Achieving the third level of communication requires a little more effort since media development becomes more goal-oriented because it defines the audience and the message and sets priorities to reach its communication objectives. This is the stage where communications becomes more proactive and the level of the work must be scaled down to the level of the

The First Emperor Assignment Example | Topics and Well Written Essays - 500 words

The First Emperor - Assignment Example One thing about Zichu was that he was sent as a hostage son of the Zhao Qin because he was not loved. However, Qin Empire kept on attacking Zhao Empire and this made Zichu mistreated in his host country. It was during his stay in Zhao state that Zichu met Lu Buwei and due to pity the latter felt for the former, they came up with a plan of establishing a successor in lady Huayang who was the king’s most fond concubine. However, Lady Huayang was Buwei’s concubine and Buwei impregnated her before presenting her to Zichu. Therefore, emperor Zheng was neither the son of the king nor the son of Zechu the Prince but the son to the famous merchant Lu Buwei. According to the stories, Qin’s Court was a very democratic court. This court executed wrong doers like the assassinators. The court ruled a death sentence on the assassinators who tried to assassinate the king. In the court, the men in the court were not allowed to carry weapons. However, the court did not have better measures to ensure that the king was safe while in the court. From the story of assassination, Crown Prince Dan from Yan State organized an assassination to get rid of Qin Shihaung. Jing Ke was to go for the mission accompanied by Qin Wuyang in the year 227 BC. Qin Wuyand was a fearful man so he didn’t execute his duty of presenting a gift to Qin Zheng. Jing Ke tried executing his goal of getting rid of Qin Zheng but didn’t make it and instead the two of them failed in the assassination and were to be killed later on and the Yan state fell a victim of the Qin State and conquered. Gao Jianli who was an ally of Jing Ke had the urge to avenge his friend’s death. Being the famous lute player and taking advantage of summon by King Zheng to play the lute, he felt he had a good opportunity. Gao Jianli failed in his assassination attempt and later faced execution. Sima

Professional Issue Essay Example | Topics and Well Written Essays - 2250 words

Professional Issue - Essay Example About 50 per cent of the total population of children in Britain between 9 and 12 years of age use the social networking sites in spite of the established limits of minimum age. According to EUKidsOnline, at least one in every five children has a profile on Facebook despite the fact that the rules require children to be 13 years old to have a Facebook profile (BBC, 2011). The matter of safety of the innocent users of social networking sites like children is debatable. This paper draws a critical analysis of the argument that social networking sites pose threats to the safety of children. An Overview of the Laws in UK related to Social Networking Sites Data Protection Act (DPA) 1998 Organizations in the UK that deal with the information about living as well as the identifiable people are obliged to show compliance with the DPA 1998 provisions. Service providers have to be very careful while processing children’s information to comply with the DPA 1998 provisions. This includes the providers of social networking sites that gather the users’ personal data to enable the registration. ... However, the new requirements of notification also include the email addresses’ registration. The government has proposed that these blacklisted email addresses be forwarded to the social networking sites so that they can check the email addresses against the ones in their user base and accordingly, deactivate the matching accounts. Guidance Report by the Home Office Task Force on Child Protection The Home Office Task Force on Child Protection published a note of guidance on the Internet in April, 2008 whose objective was to enhance the safety of children using the social networking sites. Along with serving as a resource of education for the parents, the guidance provides the providers of the social networking services with recommendations on ways to operate the sites in such a way that safety of the users is maximized. The guidance report of the Home Office acknowledges the fact that no environment is completely safe for children in any circumstances, though risks can be red uced by changing the default settings of privacy for the users under 18 years of age to private, making the private profiles of the users below 18 years of age non-searchable without the users’ consent, clear declaration of the information that would be publicly available that what would be private at the time of registration, declaration of simple and user-friendly ways of reporting abuse, discouragement for children to provide excessive information about themselves, and establishment of a system of sharing of reports of abuse between the law enforcement agencies and the industry (The In-House Lawyer, 2008, p. 82). In addition to that, the government of the UK â€Å"set guidelines requiring the sharing of the ‘email addresses’ of registered sex offenders to

Abuse of Drugs Prescription in a Primary Care and Its Prevention Research Paper

Abuse of Drugs Prescription in a Primary Care and Its Prevention - Research Paper Example As a result, medical practitioners and their respective patients have been in a constant limbo as to the trend that may bridge their status quo to future developments. This then has often resulted in the usage of narcotics primarily intended for malignant pain to chronic pain associated to either non-malignant cancer or even to some extent, primary care (Schneider, 1998).   Ã‚   According to the Substance Abuse and Mental Health Services Administration (SAMHSA), the improper prescription and usage of drugs has remarkably increased from 2008 to 2009 (Cullen et al., 2009). From an over-all rate of 8.0% in 2008 for individuals aged 12 and above, the National Survey on Drug Use and Health (NSDUH) noted a 0.7% increase in 2009. The Survey maintained that the significant increase is attributable to the prevalent usage of marijuana in teens and partly to the loose prescription of these narcotics of health practitioners to their patients.    Abuse of Prescription of Narcotics in Primary Care    Serious Threat of Opioid Abuse In the medical field, pain has been categorized in two. That is, the pain associated with malignant cancer on the one hand, and the pain allied with non-malignant cancer and other chronic pain. ... Following the medical prescription of opioid analgesics, misuse and abuse of the said narcotic have been the concomitant consequences. That is, according to the National Survey on Drug Use and Health (2009 Report) and the Drug Abuse Warning Network (2010), the United States is now faced with an alarming threat of opioid abuse. Chronic Non-Cancer Pain in Primary Care and Use of Opioids It is estimated that about 50 million Americans experience non-cancer chronic pain and a significant 41% of that population or approximately 20 million patients state that their prescriptions do little to alleviate the pain (Becker et al. 2011). Chronic pain associated with conditions other than cancer is usually treated in primary care clinics (Cullen et al., 2009). Extent of Opioid Misuse in Primary Care and Causes    Von Korff, Kolodny, Deyo and Chou (2011) stated that empirical evidence that would ascertain the degree of drug abuse and misuse among primary care patients are not available, but the surveys conducted to that effect have significantly shown the frequency of prescription ranges from a low of 4% to a notable 26%. However, this increase in opioid misuse and abuse is not singularly attributed to its widespread recognition (Wilsey et al., 2009). Primary Care Givers’ Need for Adequate Knowledge on Preventing Opioid Misuse The widespread abuse of opioid pain suppressants is not to be singularly attributed to the medical acceptance given to the said drug. Salloum (2010) stresses the importance of the said drug and maintains that the public should not let certain consequences of its prescription to obscure its advantages. However, certain parameters must be enacted so as to delimit and control its use and somehow combat the abuse and misuse