Preventing Childhood Obesity - 1689 Words

Running Header: PREVENTING CHILDHOOD OBESITY Preventing Childhood obesity in school age Children Lakeisha L. Jones Nursing 531 September 6, 2010 Abstract Childhood obesity has become a worldwide epidemic. The obesity rate among children has doubled over the past few years. The incline in the obesity rate is due to poor eating habit, media influence, lack of financial means to pay for healthier food†¦show more content†¦A child environment has changed in the four decades of the obesity epidemic. There have been the introduction of computer technology, video games, Internet chat rooms, the expansion of the fast food chains and children are spending more time in front of the television and not enough time doing physical activities. Another factor is that they live in homes where one or both parents work long hours and more meals or eaten outside of the homes. To understand childhood obesity one must look at barriers such as fear, body image, cultural norms and parenting roles (Hetman, Kaplan amp; Lissner2009) Primary prevention Primary prevention starts by taking a holistic approach and addressing the physical, psychological, and environmental needs of a child. If genetics pre-exposes the child to obesity than primary prevention is needed. It is the most cost effective level prevention. By educating the child and the parents about the disease process associated with childhood obesity it would allow parent and health care provide put some type of intervention in place before they will need costly medical care. Assist families to understand the correlation of obesity relatedShow MoreRelatedPreventing Childhood Obesity : Obesity1875 Words   |  8 PagesBrieann Whittington Dr. Terry Eng. 102 25. Apr. 2017 Preventing Childhood Obesity Everyone in America has heard about the obesity epidemic, many could blame fast food, video games, or more television. Each of those things could be a contributing factor in this epidemic, but when we talk about obesity in the United States the first thing that usually comes to mind is adults. What about the children suffering from this epidemic, shouldn’t the overweight parents be to blame for this cycle of unhealthinessRead MoreChildhood And Adulthood Obesity And Preventing It1484 Words   |  6 PagesChildhood Versus Adulthood Obesity and Preventing It David Puttere ENG 122 English Composition II Professor Jennifer Chagala September 26, 2014 â€Æ' Obesity is an epidemic that American’s has faced in the past and in the future to come. Being overweight or obese puts you at risk for a number of diseases, such as heart disease, diabetes, high blood pressure, cancer, and many more. Obesity can be a risk to all of a human body system. As humans this is an everyday battle for some that inherit obesity fromRead MoreEssay on Preventing Childhood Obesity in Australia1427 Words   |  6 PagesIntroduction â€Å"During the past two decades, the prevalence of obesity in children has risen greatly worldwide. Obesity in childhood causes a wide range of serious complications, and increases the risk of premature illness and death later in life, raising public-health concerns.† (Ebbeling, Pawlak Ludwig, 2002 p.471) Currently in the Australian community and schools there is an obesity epidemic in young people with many children doing less and less physical activity then advised. â€Å"In 2007-08 theRead MorePreventing Childhood Obesity in Australia Essay1031 Words   |  5 PagesChildhood obesity is becoming more prevalent in the western world as statistics show that in Australia, one quarter of children are either overweight or obese. (Australian Bureau of statistics) Teachers have a role and opportunity to be an influence on students. They can train and develop good eating habits as well as encourage physical activity. The age 2-6 will be the focus of preventing obesity. This is a fantastic age group to work with as they are at the age to start good habits in allRead MoreReasons For Preventing Childhood Obesity924 Words   |  4 PagesWhat would you do if stopping childhood obesity was left in your hands? Nearly 1 in 3 children (ages 2-19) in the United States is overweight or obese. This can lead to serious health problems, such a diabetes and heart failure in the future (healthiergeneration.org). There are a number of contributors to childhood obesity. This includes television, media, lack of daily physical activity, marketing unhealthy foods, and limited access to healthy affordable food. An organization called, â€Å"Let’s Move†Read MoreNutrition And Weight Status : Preventing Childhood Obesity1478 Words   |  6 PagesNutrition and Weight Status: Preventing Childhood Obesity A healthy diet is the foundation for achieving a healthy lifestyle. Nutrition, the intake of food in order to provide the body with its dietary needs, is important when referring to a healthy diet (Potter, Perry, Stockert Hall, 2013). Nutrition is good when the body receives the essentially balanced nourishment required to sustain life and successfully perform bodily functions. However, poor nutrition can result in decreased productivityRead MorePreventing Childhood Obesity And The National School Lunch Program865 Words   |  4 Pagesexample, Allen and Guttmann (2002) in Neoliberalization from the ground up states how the introduction of the wellness policy under the NSLP recognizes that schools are faulty for nutritional goals and that it should be their role to prevent childhood obesity and other health problems (Allen Guttmann, 2002) Finally, in his article Competitive Foods, Discrimination and Participating in the National School Lunch Program, Rajiv Bhatia(2011) mentions how the NSLP fails to provide neutral quality servicesRead MoreSchools Should Implement Programs Tailored to Prevent Childhood Obesity796 Words   |  4 Pages This essay exposes the adverse consequences of childhood obesity on the overall prosperity of the country, elucidating the urgent requirement of prevention programs in schools. Childhood obesity is one of the most alarming public health challenges of the 21st century(World health organisation.(2012). Obesity according to Bruce-Keller et al.(2009) is ‘a physiological condition in which excess body fat has accumulated to an extent that it can negatively affect health’. Over 90% of children in AustraliaRead MoreChildhood Obesity : A Serious Medical Condition That Affects Children And Adolescents878 Words   |  4 Pages Research Paper on Childhood Obesity Childhood obesity is a serious medical condition that affects children and adolescents. It occurs when a child is overweight and well over the normal weight for his or her age and height. Child obesity is an important issue because the extra weight can lead children down the wrong path to health problems, such as high blood pressure, high cholesterol, and diabetes to name a few. Childhood obesity can cause children to become depressed and have poor self-esteemRead MoreObesity : Obesity And Obesity1190 Words   |  5 Pagesstatement is obesity: What could be done to reduce childhood obesity rates in Mississippi? Background: Childhood obesity is a serious problem that puts children at high risk of developing other related health issues. Obesity can lead to cardiovascular diseases, type-2 diabetes, high blood pressure, asthma, sleep disorders, low self-steam, negative body image, and depression. In the United States, more than half of Americans are obese where Mississippi has the third highest rates of obesity (CDC, 2014)

A Teachers Rights and Responsibilities Essay - 1324 Words

Children and youth are critical steps in the formation of a human being. Parents and teachers are the pillars of the educational process in this age group and therefore their work is critical to the wellbeing of society. Regardless of the type of school, all teachers are required to teach and promote fundamental human rights, such as to practice them in their daily work. The Universal Declaration of the Rights of the Child and Human Rights require preservation in all fields, with particular emphasis on the school that is the natural space to learn, both in theory and in practice. Teaching is a profession where consistency is required between the workplace and the private. The teacher is an example of a well behavior and student’s sees†¦show more content†¦Gililland Elementary (2014). Academic Freedom In the most common use, academic freedom is seen referring to rights of teachers, including academic freedom and research. Essex (2012) states that â€Å"Academic freedom is a very limited concept in public schools†. It supports the belief that the classroom should be a marketplace of ideas and that teachers should be provided freedom of inquiry, research, and discussion of various ideas and issues. Since public school teachers educate children of tender years who are impressionable, their freedom of expression in the classroom is limited by factors such as grade level, age, experience, and readiness of students to handle the content under discussion. Public school teachers are further restrained by the requirement that content introduced into classroom discussion be related to and consistent with the teacher’s certification and teaching assignment. In the court case Keyeshian v. Board of Regents, 385 U.S. 589 (1967) Where the commitment to safeguardin g academic freedom, which is of transcendent value to all individuals not only the teachers’ interest. At Gililland Elementary (2014)do not discriminate any student to receive excellent education in accordance with Title VI of the Civil Rights Act of (1964), as amended; Title IX of the Educational Amendments of (1972); and Section 504 of theShow MoreRelatedLegal Roles And Responsibilities Of Teachers1035 Words   |  5 PagesLegal Roles and Responsibilities of Teachers Teacher’s legal roles and responsibilities in the United States is a very important to know, especially for new teachers. Along the way of teacher’s career, and as a public figure, they have the same rights as anybody. The Bill of Rights assurances each citizen the rights to bear arms, free speech, and religion, the Constitution helps teachers to understand their rights. A teacher s responsibility is vital to guaranteeing that every child obtains theRead MoreTeacher Handbook Essays1546 Words   |  7 PagesTeachers Rights and Responsibilities Samantha Schroeder Grand Canyon University EDA 555 October 09, 2012 Teachers Rights and Responsibilities Deciding to be a school teacher does not mean one has to throw away their rights granted by the United States Constitution. Teachers are required to maintain moral and ethical behavior but their rights as citizens are not taken away. Teachers should understand that they are always teachers and role models whether they are in the classroom orRead MoreCode Of Conduct And Conduct991 Words   |  4 Pagesthe ethical principles that teachers have to uphold in their job. Although they are different, their overall principles are basically the same. It is the teacher’s job to respect all parties involved in a child’s education and they must do no harm to the child. The teacher is responsible for all aspects of the child’s education and making sure that child has what he or she needs to succeed inside and outside the classroom. Educators, whether they are principals, teachers or para educators are responsibleRead MoreEthics and Legality in Classroom Management1448 Wor ds   |  6 PagesLegality in Classroom Management A teacher must deal with disruptive classroom behavior throughout their career. To do so, they must not only develop their skills in handling these situations but also develop ethical standards for their classroom. These standards set forth by the teacher will help them deal with their students, those students’ parents, the school administrators and their community. There are numerous articles written that could help a teacher when researching any legal or ethicalRead MoreThe Best Behavior Management Approach980 Words   |  4 Pagesyour hypothetical situation and why. For teachers the requirements of their job is more than just educating, your managing children, you’re a role model, and some cases your even a father or mother figure to some students. One element of the job that every teacher will encounter at least once if not on multiple occasions are students that are disruptive. There are various scenarios on how students can be disruptive in a learning environment it’s on teachers and school administration to getting theseRead MoreResponsibility and Accountability in the Educational System964 Words   |  4 PagesThe responsibility and accountability in the educational systems has helped make education the way it is today. The educational system as a whole has advanced so much since it first started making teaching a more respected profession. Also the responsibilities of the teachers and the schools has greatly increased because of all the policies and requirements that have been set up. Without these advances we would be so far behind in our educational systems. The history involved with education is whatRead MoreThe Concept Of High Value Professionals Essay1068 Words   |  5 Pagesinstruction. Regardless of any other circumstance; instructors or teachers are needed to interpret, shape, and pass knowledge to the â€Å"next generation.† You cannot â€Å"do† what you have not been taught; therefore, teachers have the responsibility to create a safe/stable learning environment, and adhere to school law to deliver standard-based instruction. Students learn best in comfortable and safe environments. Teachers have a certain responsibility to ensure that the classroom is suitable for all students.Read MoreUnderstanding Roles, Responsibilities And Relationships1104 Words   |  5 PagesUnderstanding roles, responsibilities and relationships in education and training Globalization creates more opportunity for people to learn and share their experience. On the other hand, teachers get more challenge to set their own roles, responsibilities and relationships in education and training as they evolve with time and circumstance. To avoid these problems scholars set some common roles, responsibilities and relationship with educational curriculum. This report aims to analyse the rolesRead MoreThe Dearth of Student Responsibility Essay944 Words   |  4 PagesDea(r)th of Student Responsibility† Rhetorical Situation Writer- I am a college student and a high school senior who has seen many examples of the lack of responsibility the authors write about in this article throughout my years of schooling. Audience- Any teacher or student who has come in contact with the issues discussed in the article will be interested in it and will be who this essay is aimed at. Topic- I will be writing about my experiences with students, and even teachers, who lack responsibilityRead MoreHow Legislation Related Education Impact Your Classroom Practice?939 Words   |  4 Pageslegislation related to education impact your classroom practice? Provide specific examples thereof using legislation described in the module 5 lecture notes. As a teacher, I would try to keep the classroom as fair and up to code as possible. One of the legislation’s I was sort of uneasy about was the Keefe v. Geanakos, where a teacher was fired for the continuous use to a derogatory word. After reading the short description of the case, I did research and found that the word used was an extremely

Impact of Television on Presidential Elections Free Essays

string(87) " television news reports or the candidate’s own television ads \(Kraus, 1988, p\." Impact of Television on Presidential Elections The Impact of Television on Presidential Elections: The aim of this paper is to look at the relationship between the mass media, specifically television, and presidential elections. This paper will focus on the function of television in presidential elections through three main areas: exit polls, presidential debates, and spots. The focus is on television for three reasons. We will write a custom essay sample on Impact of Television on Presidential Elections or any similar topic only for you Order Now First, television reaches more voters than any other medium. Second, television attracts the greatest part of presidential campaign budgets. Third, television provides the candidates a good opportunity to contact the people directly. A second main theme of this paper is the role of television in presidential elections in terms of representative democracy in the United States. Researchers tend to hold one of three views about television’s influence on voters. Some believe that television affects voters in the short run, for example in an election campaign. Another group of researchers believes that television has a great influence on voters over time and that television’s impact on voters is a continuous process from one campaign to the next. Others stand between the two views or combine both. In the last three decades, polls became an important instrument for the media, especially television networks, to determine who wins and who loses the election. Caprini conducted a study about the impact of the early prediction of a winner in the 1980 presidential race by the television networks. He observed that, shortly after 8 p. m. Eastern standard time, NBC announced that, according to its analysis of exit poll data, Ronald Reagan was to be the next president of the United States (Caprini, 1984, p. 866). That early call was controversial because the polls in many states were still open at the time and, in some of the western states, would remain open for several hours. Caprini ended his study with the following conclusion:   Ã‚  Ã‚  Ã‚  Ã‚   Voting for the Republican candidate was completely unaffected by the early call, with precall and postcall districts varying from their normal patterns in exactly the same amount and direction. The Democratic vote, however, declined 3. 1 percent more in the postcall districts than in the precall districts (p. 874). This result suggests that the NBC prediction did have an impact on the election. Additionally, this result supports the impact of the media on political behavior. Some experts argue that rates of voting in the western states are not affected by early projections. Strom and Epstein argue that the decline in western states’ turnouts is not a result of the early projections by the networks but is the result of a complicated combination of factors, none of which is related to information received on election day (Epstein and Strom, 1981, pp. 479-489). This argument denies the influence of polls on the voting turnout in the first place, and it denies the impact of media on political behavior. Other researchers look at the issue of exit polls from a legal perspective. Floyd Abrams, a First Amendment lawyer, supports the constitutional rights of the media and says their exercising of their rights should not be restricted, even if that influences the voters:   Ã‚  Ã‚  Ã‚  Ã‚   Once it becomes a legal issue, even people who believe that projections are harmful, or that exit polls are sometimes misused, should unite and say that the law should not be used to stop people from exercising their constitutional rights even if we happen to disagree with the way that they are using them (Abrams, 1985, p. 8). These different viewpoints represent two sides, the public and the media. Few researchers believe that exit polls have no effect on voting behavior. The majority of researchers believe that exit polls and early projections of the presidential elections do influence voters, but they disagree to what extent. The most persuasive reason to include televised debates in presidential campaigns is that voters want them. Voters find something in televised debates that confirms their previously held support for a candidate or helps them to decide whom to support. So television debates are now part of the political landscape. However, one expert has written that, even after the Bush-Dukakis debate, thus making four campaigns in a row to include debates, he would not predict continuation: â€Å"there are too many points at which disagreement might scuttle the whole plan† (Mickelson, 1989, p. 164). Stephen Hess in his book, The Presidential Campaign, observes that:   Ã‚  Ã‚  Ã‚  Ã‚   While some contend that televised debates of 1960 and 1976 elected John Kennedy and Jimmy Carter, those elections were so close that any single factor – including debates – could have been said to have made the difference (Hess, 1988, p. 76). Debates give people an opportunity to learn about those who will be president. This is probably the most positive thing to come out of the televised debates. People build their images about the candidates through their stands on the issues. For the 1960 ebates, Katz and Feldman reviewed studies:   Ã‚  Ã‚  Ã‚  Ã‚   As far as issues are concerned, the debates seem to have (a) made some issues more salient rather than others (the issues made salient, of course, may or may not have been the most important ones); (b) caused some people to learn where the candidates stand (including the stand of the opposition candidate); (c) effected very few chan ges of opinions on issues; and (d) focused more on presentation and personality than on issues (Katz and Feldman, 1962, pp. 173-223). This conclusion shows the importance of â€Å"psychological factors† in voting. As technology develops, researchers try to determine its impact on voting behavior. Technicians use advanced techniques during the presidential debates to get the viewers’ attention. The most impressive effect of the presidential debates is its impact on voters compared to that of other televised political communication in presidential campaigns. In a 1983 study of 2,530 voting-age Americans, ABC News and the John F. Kennedy School of Government noted that voters and non-voters agree that debates are more helpful in deciding whom to vote for than either television news reports or the candidate’s own television ads (Kraus, 1988, p. You read "Impact of Television on Presidential Elections" in category "Papers" 28). So it is obvious that such debates will have some impact on the outcome of the elections. Presidential debates are controlled by the candidates in several ways: the decision about whether to participate, the approval of areas of discussion, and the refusal to d ebate without panelists (p. 142). The 1988 debates were actually just joint appearances by Bush and Dukakis answering reporters’ questions in two-minute and one-minute segments (Mickelson, 1989, p. 164). The year 1952 witnessed the emergence of the televised spot commercial in politics. The spot is a very short ad designed to convey a specific point or image without going into depth on issues or providing much detail. Since that time, spot commercials have been a main part of presidential campaigns. Joe McGinniss, an expert on campaigns, noticed the importance of the political ads:   Ã‚  Ã‚  Ã‚  Ã‚   It is not surprising then, that politicians and advertising men should have discovered one another. And, once they recognized that the citizen did not so much vote for a candidate as make a psychological purchase of him, not surprising that they began to work together (McGinniss, 1969, p. 27). The goals of spots are converting the voters and keeping the committed in line. Also, spots can encourage the voters to go out and vote on the basis of their commitments (Diamond and Bates, 1984, p. 352). These goals are related to the short-term influences of television on voting behavior because spots appear in the last weeks of the campaign. They could make a difference in the outcome of the presidential election. The goals are also related to the long-term influences of television on voting behavior because young voters today have been raised with television and they perceive the political process through the media. The evidence supports the idea that spots, more than anything else, could make a difference in the outcome of the presidential elections. Sidney Kraus makes this point in the book, Televised Presidential Debates:   Ã‚  Ã‚  Ã‚  Ã‚   It came as a surprise to almost everyone in the broadcasting industry to find a major study of the 1972 presidential race (conducted by two political scientists) concluding that voters learned more about Richard Nixon and George McGovern from political spots than they did from the combined nightly newscasts of the networks† (Kraus, 1988, p. 17). Kathleen Jamieson agrees: . . . political advertising is now the major means by which candidates for presidency communicate their messages to voters . . . Unsurprisingly, the spot add is the most used and the most viewed of the available forms of advertising (Jamieson, 1984, p. 446). On the other hand, others argue that spots are not providing the voters good information about the candidates. Theodore Lowi supports that position:   Ã‚  Ã‚  Ã‚  Ã‚   Since the brief commercials are built on impressions rather than logic, â€Å"instant replay† benefits the sender, not the receiver (Lowi, 1985, p. 4). Others describe these spots as selling candidates like any other product. These experts ask whether presidential campaigns should be run on marketing principles or political tactics, whether the best candidate or the most telegenic performer wins, whether money can buy enough media to buy elections (Lowi, 1985, p. 65). The emergence of spots has been particularly upsetting to those who believe that political campaigns should inform the voters, not manipulate the opinions of the voters. The growing role of television in the presidential elections and its effects on the public gives rise to an important question: Is this phenomenon healthy for democracy in the United States? Television became an important factor in the election process for several reasons: the decline of political parties, which had been the most important factor; (Wattenberg, 1986, p. 108) developing technology, which provided new opportunities for political television, like spots and debates; and, as a consequence of the decline of political parties, decreasing voter turnout in presidential elections since 1960. For example, only 53. 3 percent of the eligible citizens voted in 1984, the lowest since 1948. This is the same period during which the amount of money spent on televised political advertising tripled (in constant dollars) (Diamond, 1984, p. 352). Experts disagree about how television should function in a democratic society. Proponents see television as part of political socialization, and they believe that voters have profited from the presidential debates and political ads. Proponents do, however, suggest particular improvements in presidential debates. Kraus suggests the following:   Ã‚  Ã‚  Ã‚  Ã‚   Campaign Act of 1971 provides a tax check off to help finance campaigns in presidential general elections, and since the public want presidential debates those who receive funds should debate. Candidates may refuse to debate, but they would not receive public funds (Kraus, 1988, p. 154). Others defend television from a legal perspective. Floyd Abrams defends exit polls as follows:   Ã‚  Ã‚  Ã‚  Ã‚   Once it becomes legal issue, even people who believe that projections are harmful . . . should write and say that the law should not be used to stop people from exercising their constitutional rights (Abrams, 1985, p. 8). Opponents look at television as a harmful factor in the democratic process of electing a president. According to one expert, â€Å"The promise [of] television . . . has collapsed in an era dominated by packaged campaigns and avoidance of issues (Mickelson, 1989, p. 167). Others see the media as the main cause of the d ecline of political parties, which were supposed to be intermediary between the government and the people in a representative democracy, and they believe the decline of the parties will increase the gap between the government and the people. Also, they see the media as a part of the political elite in the United States. Edward Greenberg noticed this point:   Ã‚  Ã‚  Ã‚  Ã‚   Most importantly, the mass media are themselves parts of gigantic corporate empires and, while a few among them may experience an occasional episode of â€Å"muckraking† these media are firmly, in the long run, entrenched in the camp of the powerful (Greenberg, 1986, p. 22). Regulations are necessary to control some of the bad effects of the media, particularly television. Exit polls could be regulated so that East Coast poll results are not announced until the last poll on the West Coast closes. Participation in presidential debates should be required of candidates who want to receive campaign funds. Spots should have more regulations than the previous two areas because the candidates use spots to attack each other. For example, in the 1988 elections, George Bush had one spot in which he rode a yacht through Boston Harbor to show that Michael Dukakis is not an environmentalist and which appeared many times during the last days of the campaign (Mickelson, 1989, p. 162). The public got the impression that Dukakis is not concerned about the environment. Spots should be based on facts. This paper demonstrates that the mass media, particularly television, have a great effect on presidential elections. Analyzing exit polls, presidential debates, and spots shows that television does affect the voters and the voting turnout in the United States. Scholars agree on the effects of television on presidential races; however, they disagree on the extent to which television has affected voting behavior and the voters. Television emphasized the decline of political parties in the last four decades. Although some experts believe television in presidential elections is healthy, others believe it is harmful to democracy, increasing the gap between the government and the people. The negative effects of political television on democracy can be eliminated through regulations. Such regulations could permit political television without its dangers. References Abrams, Floyd. (1985, Spring). Press practices, polling restrictions, public opinion and first amendment guarantees. Public Opinion Quarterly 49 (1): pp. 15-18. Caprini, Michael X. Delli. (1984, August). Scooping the voters? The consequences of the networks’ early call of the 1980 Presidential race. Journal of Politics 46: pp. 866-85. Diamond, Edwin, and Stephen Bates. (1984). The Spot. Massachusetts: MIT Press. Epstein, Laurily R. , and Gerald Strorn. October 1981). Election night projections and west coast turn out. American Politics Quarterly 9 (4): pp. 479-91. Greenberg, S. Edward. (1986). The American political system: A radical approach. Boston: Little, Brown and Company. Hess, Stephen. (1988). The Presidential campaign. Washington D. C. : The Brookings Institute. Jamieson, Kathleen Hall. (1984 ). Packaging the Presidency: A history and criticism of Presidential campaign advertising. Oxford: Oxford University Press. Katz, Elihu, and Jacob J. Feldman. (1962). The debates in the light of research: A survey of surveys. In The Great Debates, ed. Sidney Kraus. Bloomington: Indiana University Press, pp. 173-223. Kraus, Sidney. (1988). Televised Presidential debates, and public policy. New Jersey: Lawrence Erlbaum Associates. Lowi, Theodore J. (1985). The personal President: Power invested promise unfulfilled. Ithaca, New York: Cornell   Ã‚  Ã‚  Ã‚  Ã‚  University Press. Mcginniss, Joe. (1969). The selling of the President 1968. New York: Trident Press. Mickelson, Sig. (1989). From whistle stop to sound bite: Four decades of politics and television. New York: Praeger. Wattenberg, Martin P. (1986). The decline of American political parties 1952-1984. Cambridge, Massachusetts: Harvard University Press. How to cite Impact of Television on Presidential Elections, Papers Impact of Television on Presidential Elections Free Essays string(87) " television news reports or the candidate’s own television ads \(Kraus, 1988, p\." Impact of Television on Presidential Elections The Impact of Television on Presidential Elections: The aim of this paper is to look at the relationship between the mass media, specifically television, and presidential elections. This paper will focus on the function of television in presidential elections through three main areas: exit polls, presidential debates, and spots. The focus is on television for three reasons. We will write a custom essay sample on Impact of Television on Presidential Elections or any similar topic only for you Order Now First, television reaches more voters than any other medium. Second, television attracts the greatest part of presidential campaign budgets. Third, television provides the candidates a good opportunity to contact the people directly. A second main theme of this paper is the role of television in presidential elections in terms of representative democracy in the United States. Researchers tend to hold one of three views about television’s influence on voters. Some believe that television affects voters in the short run, for example in an election campaign. Another group of researchers believes that television has a great influence on voters over time and that television’s impact on voters is a continuous process from one campaign to the next. Others stand between the two views or combine both. In the last three decades, polls became an important instrument for the media, especially television networks, to determine who wins and who loses the election. Caprini conducted a study about the impact of the early prediction of a winner in the 1980 presidential race by the television networks. He observed that, shortly after 8 p. m. Eastern standard time, NBC announced that, according to its analysis of exit poll data, Ronald Reagan was to be the next president of the United States (Caprini, 1984, p. 866). That early call was controversial because the polls in many states were still open at the time and, in some of the western states, would remain open for several hours. Caprini ended his study with the following conclusion:   Ã‚  Ã‚  Ã‚  Ã‚   Voting for the Republican candidate was completely unaffected by the early call, with precall and postcall districts varying from their normal patterns in exactly the same amount and direction. The Democratic vote, however, declined 3. 1 percent more in the postcall districts than in the precall districts (p. 874). This result suggests that the NBC prediction did have an impact on the election. Additionally, this result supports the impact of the media on political behavior. Some experts argue that rates of voting in the western states are not affected by early projections. Strom and Epstein argue that the decline in western states’ turnouts is not a result of the early projections by the networks but is the result of a complicated combination of factors, none of which is related to information received on election day (Epstein and Strom, 1981, pp. 479-489). This argument denies the influence of polls on the voting turnout in the first place, and it denies the impact of media on political behavior. Other researchers look at the issue of exit polls from a legal perspective. Floyd Abrams, a First Amendment lawyer, supports the constitutional rights of the media and says their exercising of their rights should not be restricted, even if that influences the voters:   Ã‚  Ã‚  Ã‚  Ã‚   Once it becomes a legal issue, even people who believe that projections are harmful, or that exit polls are sometimes misused, should unite and say that the law should not be used to stop people from exercising their constitutional rights even if we happen to disagree with the way that they are using them (Abrams, 1985, p. 8). These different viewpoints represent two sides, the public and the media. Few researchers believe that exit polls have no effect on voting behavior. The majority of researchers believe that exit polls and early projections of the presidential elections do influence voters, but they disagree to what extent. The most persuasive reason to include televised debates in presidential campaigns is that voters want them. Voters find something in televised debates that confirms their previously held support for a candidate or helps them to decide whom to support. So television debates are now part of the political landscape. However, one expert has written that, even after the Bush-Dukakis debate, thus making four campaigns in a row to include debates, he would not predict continuation: â€Å"there are too many points at which disagreement might scuttle the whole plan† (Mickelson, 1989, p. 164). Stephen Hess in his book, The Presidential Campaign, observes that:   Ã‚  Ã‚  Ã‚  Ã‚   While some contend that televised debates of 1960 and 1976 elected John Kennedy and Jimmy Carter, those elections were so close that any single factor – including debates – could have been said to have made the difference (Hess, 1988, p. 76). Debates give people an opportunity to learn about those who will be president. This is probably the most positive thing to come out of the televised debates. People build their images about the candidates through their stands on the issues. For the 1960 ebates, Katz and Feldman reviewed studies:   Ã‚  Ã‚  Ã‚  Ã‚   As far as issues are concerned, the debates seem to have (a) made some issues more salient rather than others (the issues made salient, of course, may or may not have been the most important ones); (b) caused some people to learn where the candidates stand (including the stand of the opposition candidate); (c) effected very few chan ges of opinions on issues; and (d) focused more on presentation and personality than on issues (Katz and Feldman, 1962, pp. 173-223). This conclusion shows the importance of â€Å"psychological factors† in voting. As technology develops, researchers try to determine its impact on voting behavior. Technicians use advanced techniques during the presidential debates to get the viewers’ attention. The most impressive effect of the presidential debates is its impact on voters compared to that of other televised political communication in presidential campaigns. In a 1983 study of 2,530 voting-age Americans, ABC News and the John F. Kennedy School of Government noted that voters and non-voters agree that debates are more helpful in deciding whom to vote for than either television news reports or the candidate’s own television ads (Kraus, 1988, p. You read "Impact of Television on Presidential Elections" in category "Essay examples" 28). So it is obvious that such debates will have some impact on the outcome of the elections. Presidential debates are controlled by the candidates in several ways: the decision about whether to participate, the approval of areas of discussion, and the refu sal to debate without panelists (p. 142). The 1988 debates were actually just joint appearances by Bush and Dukakis answering reporters’ questions in two-minute and one-minute segments (Mickelson, 1989, p. 164). The year 1952 witnessed the emergence of the televised spot commercial in politics. The spot is a very short ad designed to convey a specific point or image without going into depth on issues or providing much detail. Since that time, spot commercials have been a main part of presidential campaigns. Joe McGinniss, an expert on campaigns, noticed the importance of the political ads:   Ã‚  Ã‚  Ã‚  Ã‚   It is not surprising then, that politicians and advertising men should have discovered one another. And, once they recognized that the citizen did not so much vote for a candidate as make a psychological purchase of him, not surprising that they began to work together (McGinniss, 1969, p. 27). The goals of spots are converting the voters and keeping the committed in line. Also, spots can encourage the voters to go out and vote on the basis of their commitments (Diamond and Bates, 1984, p. 352). These goals are related to the short-term influences of television on voting behavior because spots appear in the last weeks of the campaign. They could make a difference in the outcome of the presidential election. The goals are also related to the long-term influences of television on voting behavior because young voters today have been raised with television and they perceive the political process through the media. The evidence supports the idea that spots, more than anything else, could make a difference in the outcome of the presidential elections. Sidney Kraus makes this point in the book, Televised Presidential Debates:   Ã‚  Ã‚  Ã‚  Ã‚   It came as a surprise to almost everyone in the broadcasting industry to find a major study of the 1972 presidential race (conducted by two political scientists) concluding that voters learned more about Richard Nixon and George McGovern from political spots than they did from the combined nightly newscasts of the networks† (Kraus, 1988, p. 17). Kathleen Jamieson agrees: . . . political advertising is now the major means by which candidates for presidency communicate their messages to voters . . . Unsurprisingly, the spot add is the most used and the most viewed of the available forms of advertising (Jamieson, 1984, p. 446). On the other hand, others argue that spots are not providing the voters good information about the candidates. Theodore Lowi supports that position:   Ã‚  Ã‚  Ã‚  Ã‚   Since the brief commercials are built on impressions rather than logic, â€Å"instant replay† benefits the sender, not the receiver (Lowi, 1985, p. 4). Others describe these spots as selling candidates like any other product. These experts ask whether presidential campaigns should be run on marketing principles or political tactics, whether the best candidate or the most telegenic performer wins, whether money can buy enough media to buy elections (Lowi, 1985, p. 65). The emergence of spots has been particularly upsetting to those who believe that political campaigns should inform the voters, not manipulate the opinions of the voters. The growing role of television in the presidential elections and its effects on the public gives rise to an important question: Is this phenomenon healthy for democracy in the United States? Television became an important factor in the election process for several reasons: the decline of political parties, which had been the most important factor; (Wattenberg, 1986, p. 108) developing technology, which provided new opportunities for political television, like spots and debates; and, as a consequence of the decline of political parties, decreasing voter turnout in presidential elections since 1960. For example, only 53. 3 percent of the eligible citizens voted in 1984, the lowest since 1948. This is the same period during which the amount of money spent on televised political advertising tripled (in constant dollars) (Diamond, 1984, p. 352). Experts disagree about how television should function in a democratic society. Proponents see television as part of political socialization, and they believe that voters have profited from the presidential debates and political ads. Proponents do, however, suggest particular improvements in presidential debates. Kraus suggests the following:   Ã‚  Ã‚  Ã‚  Ã‚   Campaign Act of 1971 provides a tax check off to help finance campaigns in presidential general elections, and since the public want presidential debates those who receive funds should debate. Candidates may refuse to debate, but they would not receive public funds (Kraus, 1988, p. 154). Others defend television from a legal perspective. Floyd Abrams defends exit polls as follows:   Ã‚  Ã‚  Ã‚  Ã‚   Once it becomes legal issue, even people who believe that projections are harmful . . . should write and say that the law should not be used to stop people from exercising their constitutional rights (Abrams, 1985, p. 8). Opponents look at television as a harmful factor in the democratic process of electing a president. According to one expert, â€Å"The promise [of] television . . . has collapsed in an era dominated by packaged campaigns and avoidance of issues (Mickelson, 1989, p. 167). Others see the media as the main cause of the d ecline of political parties, which were supposed to be intermediary between the government and the people in a representative democracy, and they believe the decline of the parties will increase the gap between the government and the people. Also, they see the media as a part of the political elite in the United States. Edward Greenberg noticed this point:   Ã‚  Ã‚  Ã‚  Ã‚   Most importantly, the mass media are themselves parts of gigantic corporate empires and, while a few among them may experience an occasional episode of â€Å"muckraking† these media are firmly, in the long run, entrenched in the camp of the powerful (Greenberg, 1986, p. 22). Regulations are necessary to control some of the bad effects of the media, particularly television. Exit polls could be regulated so that East Coast poll results are not announced until the last poll on the West Coast closes. Participation in presidential debates should be required of candidates who want to receive campaign funds. Spots should have more regulations than the previous two areas because the candidates use spots to attack each other. For example, in the 1988 elections, George Bush had one spot in which he rode a yacht through Boston Harbor to show that Michael Dukakis is not an environmentalist and which appeared many times during the last days of the campaign (Mickelson, 1989, p. 162). The public got the impression that Dukakis is not concerned about the environment. Spots should be based on facts. This paper demonstrates that the mass media, particularly television, have a great effect on presidential elections. Analyzing exit polls, presidential debates, and spots shows that television does affect the voters and the voting turnout in the United States. Scholars agree on the effects of television on presidential races; however, they disagree on the extent to which television has affected voting behavior and the voters. Television emphasized the decline of political parties in the last four decades. Although some experts believe television in presidential elections is healthy, others believe it is harmful to democracy, increasing the gap between the government and the people. The negative effects of political television on democracy can be eliminated through regulations. Such regulations could permit political television without its dangers. References Abrams, Floyd. (1985, Spring). Press practices, polling restrictions, public opinion and first amendment guarantees. Public Opinion Quarterly 49 (1): pp. 15-18. Caprini, Michael X. Delli. (1984, August). Scooping the voters? The consequences of the networks’ early call of the 1980 Presidential race. Journal of Politics 46: pp. 866-85. Diamond, Edwin, and Stephen Bates. (1984). The Spot. Massachusetts: MIT Press. Epstein, Laurily R. , and Gerald Strorn. October 1981). Election night projections and west coast turn out. American Politics Quarterly 9 (4): pp. 479-91. Greenberg, S. Edward. (1986). The American political system: A radical approach. Boston: Little, Brown and Company. Hess, Stephen. (1988). The Presidential campaign. Washington D. C. : The Brookings Institute. Jamieson, Kathleen Hall. (1984 ). Packaging the Presidency: A history and criticism of Presidential campaign advertising. Oxford: Oxford University Press. Katz, Elihu, and Jacob J. Feldman. (1962). The debates in the light of research: A survey of surveys. In The Great Debates, ed. Sidney Kraus. Bloomington: Indiana University Press, pp. 173-223. Kraus, Sidney. (1988). Televised Presidential debates, and public policy. New Jersey: Lawrence Erlbaum Associates. Lowi, Theodore J. (1985). The personal President: Power invested promise unfulfilled. Ithaca, New York: Cornell   Ã‚  Ã‚  Ã‚  Ã‚  University Press. Mcginniss, Joe. (1969). The selling of the President 1968. New York: Trident Press. Mickelson, Sig. (1989). From whistle stop to sound bite: Four decades of politics and television. New York: Praeger. Wattenberg, Martin P. (1986). The decline of American political parties 1952-1984. Cambridge, Massachusetts: Harvard University Press. How to cite Impact of Television on Presidential Elections, Essay examples

1984 misc 12 00 Essay Example For Students

1984 misc 12 00 Essay Books related to Summary of Orwells 1984-We are introduced to Winston Smith the main character of the story. Works at Ministry of truth. Ministry of truth is one of four government buildings in destroyed London, the main city of Airstrip One, a province of Oceania. Year is 1984 and three contries are at war, Oceania, Eurasia and Eastasia. Oceania is run by the party whose leader is Big Brother. Winston is sick of his life in the ruined city and decides to keep a diary. This is against the law in Oceania. He felt his feelings begin to hate Emmanuel Goldstein, leader of the enemy party. He also spots OBrien, a party leader whose eyes he sees a bit of political sympthy. Sees young girl who he dislikes. He feels it is only a matter of time before his though crimes are detected. A knock at the door he thinks is police. Mrs. Parsons, his neighbor is at the door and asked him to unclog a sink. He does it but smells sweat all over the apartment. Mrs. Parsons is a follower of party doctrine a nd a fellow employee at the ministry. The children are members of Spies, a youth that encourages spying and telling on traitors, including parents. Winston is revolted. He returns home and writes a couple more minutes before going back to work. He remenbers a dream where OBrien tole him he would meet him in a place wher there is no darkness. He washes his hands and hides the diary Major ideas, conflicts and themes are introduced. We are shown how the earth has changed, into 3 main contenients. we are also introduced to the main character and how he fits into the new world. Also we are shown how the computer age has taken over peoples minds. The language is easy to understand, it has not really changed much over time. Seems like nothing left after nuclear war, just ruins remaining. We are introduced to Tom Parsons which Winston is contrasted with. The city is very drab. Big brother is watching you, the caption beneath it said Thoughtcrime was not a thing that could be concealed for e ver. Waking from dreams, he remembers his mother and sister, and can barely remember their disappearence and feels responsible for there deaths. He has another dream where he is in the perfect countryside with the girl he had noticed eariler. He dreamed she stripped for him. This time he is woken up by the telescreen, telling him to do his exercises. He thinks about how much power the Party has over all information. Begins work at the ministry of truth. His job is to correct printed articles in line with the Partys orders. The Ministry and records department jobs are to rewrite history to make the party look good. They get a break because of the 2 minute hate. When he gets back he replaces a speech by Big Brother with invented history. Makes up story about a man named Ogilvy. The article had become contrary to the present party policy. It is replaced as though is never existed. Winston meets Syme, a philologist, for lunch. Syme explains parts about Newspeak. They are joined by Parso ns. Winston thinks of the fate that each co-worker will recieve. Syme will be vapourized because he is to smart, where Parsons is dull enough to escape vapourization. He is the only one who has not been taken over by the propaganda that is always being brodcast. He notices the same girl from the other day starring at him and thinks it The Golden country that he dreams about is definatly a release or a freedom from the the drabness of London. Also from the party. We are introduced to the fact that he has no mother or father or sisters or brothers anymore because they were taken by the party. He is realizing that he is rebelling against the party and he understands that he is at risk. Winston is in search of the truth and is concerned because of the partys ability to change history. We find that he likes his work even though it is for the party and against morals. He is introduced to the girl that will play a big part in the book most likely. People in the Records Department did not t alk readily about there Winstons greatest pleasure in life was his work He records in his diary and encounter a couple of years ago with a prostiture mad up to look young, but was really and old woman. This menory of the encounter causes him to think of the policy regarding sex and marriage which the party has enforced. Thsi causes him to theink of his miserable life with his wife Katherine, that he has not seen in eleven years. Winston resents the intrusinon of the Party into the sex lives of its members. Also realizes the discouragement of sexual enjoyment, that makes any love affair with a party member impossible. Writing down the incident does not help him. He makes another entry in his diary, this one concerning the proles. He feels they are the only group that might overthrough the party, but they are unaware of it. There is no way of finding the truth about the past but he does think that present life is worse than the past. He remembers a photo that came into his possession trying to change the pastbut he destroyed it. He plans to stay free. After work one evening, he wonders into the prole end of London, and ends up near the store where he bought the diary. Follows man into pub and plans to ask him about revolution but man is incoherent. He leaves the pub and wanders. He ends up outside the little antique shop and decides to buy a glass paperweight. Mr. Charrington shows him a room upstairs and Winston dreams of renting it. He notices a dark haired girl following himand he is sure it is the thought police and he will be arrested. We discover that people have a bond when it comes to sexuallity that the party connot control. Even thought the party rejects sexual relationships between its members. Sexual experience is no longer allowed in the society and Winston longs for one. He confesses in his Diary about his last expereince but it does not help. We find he has faith in the proles and there ability to revolt. It is hard to set up a revolt with the tho ught police detecting every thought. Winston reaches a crises with the thought police. Winston reached down and cautiously scratched his varicose ulcer Not a word could ever be proved or disproved At work he runs into the dark haired girl again, in the hallway. She falls and while he is lifting her up she slips him a note. He reads it at his desk and is amazed to find that it simple states, I love you. Eager and excited to meat with her, he has to wait 7 days until they eat together in the cafeteria. They decide to meet in Victory square. When meeting there, they arrange another meeting next sunday afternoon. At the designated meeting place, in the countryside outside London, he finally learns her name. Julia explains that she considers herself rebelious to the party. She has had sex with many other non-members. Suddenly he walks into the scene exactly like his dreem. She removes her clothes and they have sex. He belives that sexual desire may be the force that destroys the party. F ollowing there secret meeting they meet each othe occasionally. Julie arranges the meetings. They go a month without seeing each other but whenever they can before and after. She belives that she must pretend to cooperate with the party and in secret break the rules whenever possible. Winston thinks that rebellion is the best answer. They discuss past girl and boyfriends and how the party controls them. He is ready for the Julia but is worried about a possible trap. His negative approach to life and his sexual fustration make him ready anyhow. Once he commits to her he connot go back and he is committing though crimes. This may be the beginning of the end. He was happy to find that she was not a virgin and had previous affairs. His idea of revolt is changed and he now is enjoying being corrupted. Julia takes charge of the relationship, showing her aggressivness. She does not believe in Winstons ideas on rebellion and thinks that differently. A sense of helplessness took hold of Wins ton Between you and me, the antique trades just about finished Winston does rent the room above the antique show and realizes the foolishness of what he and Julia are doing. She brings him coffee and real sugar and real old-fashioned make-up. Julie tries to remember an old nursry rhyme, while Winston immagines that he and Julia and the room itself were all closed in like the paperweight. Many preperations for the upcoming hate week keep Winston, Julia and the others very busy. Winston discovers that his friend Syme has dissappeared and all records of him have been altered. Meanwhile, Parsons is still busy and happy in the preperations for hate week. He was right about them. Because of the increased work load he and Julia do not meet as much but in the room above the antique shop they look at things from the past and other forbidden things. They discuss the hopelessness of there private rebellion and that it cannot go on forever. He is dissappointed that Julie does not reject propaga nda from the partyand her theroy that the party sends bombs on itself. One day at work OBrien gives Winston his address and asked him to stop by so tha he can lend him an advance copy of the Newspeak dictionary. Winston thinks this is a conspiracy against the party and is excited but, thinks it will end in touture and death. Winston dreams of his mother again and the hunger and awful conditions there were before the disappearence. He feals bad for asking for rationed food and stealing his sisters chocolate. When he came back they were gone. Winston tries to tell her but she is tired. He is glad him and her have there He rents room above the antique shop showing his independence and his plunge into the end. He wishes the room could be closed in like the paperweight. We find out how different the two main characters are. The state does not care what kind of person you you are. Julia understanding of the party is much better that Winston although she is nieve to many things that the pa rty does. Winston defines his rebellion in three steps, first the thought then the word(Diary) then the act(Julia). OBrien seems to be a good man, also in rebellion. The timy interior of the shop ws in fact uncomfortably full, but there was almost nothing in it of the slightest value A sharp cry of pain was wrung out of her Winston takes Julia to the OBriens apartment. He wonderes is OBrien is also a rebel because he finds him in front of the telescreen, hard at work. Over toast he explains to Winston what is required of the secret rebel brotherhood. They except the terms of the menbership except that they will never see each other ever again. OBrien promises to be given a copy of Emmanuel Goldsteins book, secretly in the future. After a long week, of sorting through millions of documents, changing them to prove that the Partys decision that Easstasia, and not Eurasia, was the enemy that they have been fighting all along. He rushes home to read the copy of the book. He reads while l ying back and relaxing. Julia falls asleep when he tries to read her sections of it. When they awake from there sleep they start talking, but a voice issues from behind the picture on the wall. It is a hidden telescreen which instructs them not to move. They are rushed by armed guards. The Thought Police had been observing them all along. Winston and Julia are violently seperated. Mr. Charrington enters the room without his disquise, looking much younger. He is a menber of the thought police. Winston thinks of OBrein as a strong, unexcitable man. He is dedicated and wholeheartyu to the brotherhood. Winston joins the brotherhood and tells about his dreams. We understand about hate week a little more. Winston reads the book that is given to him by OBrien. Winston and Julia get arrested. They find out that OBrien was the enemy. There was a sorta feeling that OBrien was the bad guy, and they would get cought sonner or later. The lane widened, and in a minute he came to the footpath she had Winston is being held prisoner in a large, crowded cell at the Ministry of Love. Ampleforth and Parsons are both prisoners also. Parsons was tured in by his own daughter for thoughtcrime. He feels increased discomfort and room 101 is continually mentioned by several prisoners. OBrien enters the cell with a guard and Winston now realized he has been betrayed by him. OBrein is a member of the Inner Party. OBrien orders the guard to strike Winston who feels a great deal of pain on his elbow. Winston is tortured both physically and mentally for an unknown length of time. He keeps getting interrogated with beations and questions until he confesses to many crimes. OBrien reveals that he has been watching Winston for seven years. OBrein wants total rehab. from Winston. OBrien explains why the party can never be defeated. He has been informed that Julia quite easily betrayed him and has now been released totally rehabilitated. Winstons questions about room 101 is not answered. Finally h e is caught by the thought police, which was inevidable since the beginning. He realizes that he has been betrayed by Julia and OBrien. But he says he would never betray her. All time is lost while he is in jail. We is going to be rehabilitated and is taken to the dreded 101 for more mind games. Winston does not crack, except that OBrien gets him to believe is a little crasy. Listen the more men you have had the more I love you OBrien tells Winston th esecond stage of his rehab. is about to begin-understanding the why in party. He also tells winston that he wrote sections of Goldstiens book. He says the Party rules for the sake of power, and power alone. The proles will never revolt. OBrein questions him further and punishes him when he does not answer correctly. Winston says he is morally superior to the Party, but OBrien has a tape of the conversation about what Winston was willing to do to join the brotherhood. Winston thinks that the party will be defeated by a noble man, but OB rien shows Winston himself in the mirror. Winston weeps looking at his own aged and ghastly body. He conforts himself by thinking about how he never betrayed Julia. Winstons health is improving, and he is trying to accept the rightness of the party. He examines the past events and realilizes the party was in control the whole time. He realizes also that he party can make anything right if is wants to. He has to practice doublethinking. He wakes up from a troubled sleep, calling Julias name. OBrien enters his room and Winston confesses that he still hates Big Brother. He had also looked to OBrien for sanity and stength and kindness but now he sees what he really is a power-hungry guy who likes infliction of pain. He finds out he has been watched for 7 years. After being broken or cracked he still has the fact that he has not turned against Julia. They completely destroyed Winston and he has Have you heard the rumours of the existance of the brotherhood. The brotherhood cannot be wipe d out because it is not an He was tired, but not sleepy any longer The torture room is brightly lit, room 101. OBrien says that the room contains the worst thing in the world. It turns out to be rats in a cage which can be strapped over his face. Winston yells and screems and is overcome by the horror and the terror. He screams that this punishment should be given to Julia and not him. OBrien spares his life. Winston is then released. He is sitting under a tree at the Chestnut Tree Cafe. He drinks very heavily now. He remembers meeting Julia and how they talked about how they betrayed each other. The party would not allow them to see each other, but neither felt anything anymore. He remembers a game of his childhood but then it is pushed out by the broadcast that comes on the telescreen. Eurasia is once again the enemy. His heart fills with love for Big Brother. The party knows the worse nightmare of each person and is ble to use that against them. It worked on Winston. 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