No matter how we try to degrade it, television is a primary source of education in today's society. Next to parents, television is a child's "most persistent and most influential teacher," according to the late Ernest Boyer of the Carnegie Foundation for the Advancement of Teaching. Mr. Boyer believes:
Through repetition, certain elements of television programming constitute an informal curriculum taught at home to all children, beginning at an early age, with the following themes: Consumption, sex, violence and anti-intellectualism. Children only spend five or six hours a day, five days a week, maybe 30 weeks a year in school. In the average home, however, TV is on six or seven hours a day, seven days a week, 52 weeks a year. As the first arm of organized society that children meet, it has the effect of "sanctioning" or socially certifying whatever and whoever appears on the screen. Its compelling complex of sound, pictures and text largely determines which issues, people and actions, we regard as "real" or important.
We must keep this space sacred for the education of young minds. The problem of television violence and its possible affect on our youth has many creative solutions if we as a community can come together and implement them. I would like to focus on what we as a society can do to empower our youth with the tools to detach from the screen as realism, and learn to critically think for themselves. Parents, teachers, pediatricians, and lawmakers all have a role in helping children extricate the fact from fiction and see television as an educational tool of influence.
There are different points of view based on if one exists behind, inside, or in front of "...
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...the habits we are trying to instill into our youth.
Works Cited
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Kalin, Carla. "Television, Violence, and Children." College of Education, University of Oregon. Master of Science, Synthesis Paper. June 1997:1-21.
Males, Mike. "Stop Blaming Kids and TV." The Progressive. Oct. 1997: 25-27.
Megee, Mary. "Media Literacy: The New Basic will the Real Curriculum PleaseStand Up?" Emergency Librarian Nov/Dec 1997: 23-26.
Sege, Robert; Dietz, William. "Television Viewing and Violence in Children: The Pediatrician as Agent for Change." Pediatrics. Oct 1994:600-608.
Strasburger, Victor C. MD; Donnerstein, Edward PhD. Children, Adolescents, and the Media:Issues and Solutions." Pediatrics. Jan 1999:129-139.
Moses, Annie M., and Benson McMullen. "What Television Can (And Can't) Do To Promote Early Literacy Development." YC: Young Children 64.2 (2009): 80-89. Education Research Complete. Web. 18 Apr. 2014.
Despite all this, women could still vote in some things. The 1869 and 1882 Municipal Council Acts allowed women to vote in council elections. Women could also vote in elections for School Boards from 1870, for Boards of Health from 1875 and in elections to the London County Council from 1889. The Local Government Acts of 1894 and 1899, which set up district and borough councils, also included women as voters.
In 1985, television was a platform to use for educational purposes and entertainment. It did teach our youth that teaching and learning could be both fun and educational. With new developing technologies, it is only natural for our culture of education to develop. Although the format of education changes, change is not a bad thing. I see images, video, music, and all media as tools for our youth to learn. Making viewers and users aware of the impacts is necessary to inform the generation to
As source B states, due to the removal of The Sex Disqualification Act in 1919, it was illegal to exclude women from jobs just because of their gender (BBC, 2018). This led to women being given the right to vote. Factual secondary source J states that NAWSA, National American Women's Suffrage Association and NWP were two significant Women's suffrage associations that made this happen. Both associations had a purpose to secure equal rights to all American citizens, especially the right of suffrage, irrespective of race, colour or gender. This was the most significant achievement for women in that era. (source
The campaign for women’s suffrage began in the earnest in the decades before the civil war. During 1820 through 1830 most states had extended the franchise to all white men, regardless of how much money or property they had. During this time period there were many reform groups for example, temperance club, religious movements and moral reform societies, anti slavery organizations and in many of this women played a prominent role.Women started to fight against the idea of “Cult of true Womanhood,” this idea was that only true woman was a pious submissive wife and mother concerned exclusively with home and family. All this controversies leaded to a new way of thinking about what it meant to be a woman and a citizen in United states. The nineteenth
Until his death, King Duncan was misled by Macbeth’s false loyalty. When the Thane of Cawdor had been found guilty of being a traitor and was hanged, King Duncan thought so highly of Macbeth, that he gave the title to him. The Thane then ironically dies with pride while Macbeth dies a foe of Scotland. The King was under the impression that Macbeth was a loyal and brave soldier, calling him “O worthiest cousin” (1/4/14), but Macbeth was actually already planning to kill the King, “whose murder yet is but fantastical” (1/3/139). Even when Duncan goes to visit Macbeth, he praises the castle’s pleasant environment and hospitality, “This castle hath a pleasant seat” (1/5/1), but is totally unaware of Macbeth’s plans to murder him.
The Women’s Suffrage movement in the United States began way back in the 1820’s and 1830’s. The feelings for women having the right to vote is famously exclaimed by Abigail Adams (John Adams’s wife during this time period).
Women were not allowed to vote in the nineteenth century. This was mainly due to opposing views sweeping America at that time, which were pushed forward by two well known political arguments-a report from the Senate's Committee on Priviledges and Elections and an address by Isabella Beecher Hooker. In 1878, the Senate Committee wrote a response to a proposed constitutional amendment that would give women the right to vote, stating the main reasons why women shouldn't be given the ability. Some of these reasons announced that female voters had no experience in political affairs, while being quite generally dependent upon the other sex and incapable of performing military duty. Without the power to enforce the laws they could create, what good
It used to be that the only people who were able to vote in our democracy were white men who owned land. According to the article “The Nineteenth Amendment Grants Women Full Suffrage: August 18,1920” it states, “It was widely assumed that, among married couples, wives would share the views of their husbands and one vote by the husband in effect expressed both spouses’ views” (2). The argument against allowing women to vote was that your husband or father would tell you who to vote for any way so why vote and secondly, women had limited rights on their own. Women were known as second class citizens. A numerous amount of people who were religious opposed the idea of giving women the right to vote. They believed that according to the Bible, women have to listen to what their husbands say. The article also includes that many liquor industries were afraid that if women were granted suffrage they would make alcoholic beverages illegal due to the fact they were big supporters of the
To conclude, Victor is the villain because he abandons the creature and leaves it to fend for itself. The creature is miserable and wants company, because he was abandoned by Victor it was an impossible task. Victor is the villain because he tries to play god. He wants to be worshipped and acknowledged like a god. He does this by creating his own being. Despite the fact that Victor didn't physically murder anyone but he did morally, he is still the villain of the novel in my eyes. In the eyes of a romantic novel, Victor abandons, in the eyes of an archetype novel, Victor tries to play God and in the eyes of a gothic novel, Victor's subconscious wants William and Elizabeth dead. Overall Victor is the Villain
...three different symbolic levels, as a Romantic novel, Archetype novel, or a Gothic novel. On the romantic level, Victor is the villain because he abandons the creature and leaves it to fend for itself. The creature is miserable and just wants a friend, but was abandoned by Victor making it almost impossible. On the Archetype level, Victor is the villain because he tries to play god. He wants to be worshipped like a god, by creating his own species, and creating life from plain matter. But in doing so, Victor disturbed the natural order of things. Finally, Victor is the villain on the Gothic level. There he is the villain, because he and the creature are part of a greater being, and Victor's subconscious wants William and Elizabeth dead, which is why the monster kills them. Despite the fact that Victor didn't physically murder anyone, he was the villain of the novel.
Hawthorne not only displays excellent characterization, symbolism, and irony, but he also exhibits a good message for all. The characters (not including the antagonist) all learned valuable lessons. Hawthorne’s symbolism proved that there are deeper meanings to things than one might expect. The irony of the story pulls it all together. Hawthorne’s creative uses of all three of these elements, characterization, symbolism, and irony, make The Scarlet Letter, a must-read novel.
Strasburger, V., & Donnerstein, E. (1999). Children, Adolescents, and the Media: Issues and Solutions. Pediatrics, 103(1), 129-139.
First off, during World War One and in the 1920s, women did not have political/voting rights and were treated unfairly when it came to politics and the government. When World War One broke out, women’s roles changed from mothers to factory workers. War was considered more important than anything else and gender did not matter. The campaign for women’s suffrage closed out aggressive activities and the suffragettes agreed to help with the war. Women’s suffrage was an issue during World War One, and this kept women from being able to vote. During 1914, The Suffragette Movement happened—this was when suffragists worked hard to convince men in the government to give women their voting rights (Stearman 10). James F. McMillan states in his book “The Coming of Women’s Suffrage”: “By identifying with the state, feminists could hope that the state would identify with women and recognize their rights in the public sphere” (McMillan 25 April 2014). Eventually, the rights in politics for women started to evolve. In 1917 to 1919, voting rights for women evolved. Starting in 1917, voting rights were only given to nurses. In 1918, they were given to females of relative soldiers and those involved in conscription. In 1919, voting was given to all women and the amendment passed through the Senate (Stearman 18). During this time period, 8.5 million women were granted the power of voting—this was 40% of the total number of women (Sungrab 10 April 2014). Voting should be universal and should not discriminate anyone because of gender. Women worked hard to achieve their goal: by protesting in parades, campaigning with posters and asking the government to give them their rights not just as women, but as humans. Welfare, benefits, voting and healthcare we...
Furthermore, television violence causes aggressive behavior in children. Many people believe that children who watch violent television programs exhibit more aggressive behavior than that exhibited by children who do not (Kinnear 23). According to the results of many studies and reports, violence on television can lead to aggressive behavior in children (Langone 50). Also, when television was introduced into a community of children for the first time, researchers observed a rise in the level of physical and verbal aggression among these children (Langone 51). The more television violence viewed by a child, the more aggressive the child is (“Children” 1).