Men and masculinity Research Paper Example | Topics and Well Written Essays - 750 words

Men and masculinity - Research Paper Example Rationale of Research This research project hopes to assess the relationship between men and masculinity in the context of their significance to media and social context. For example, the aggression of men is feasible for media projects such as the television, newspapers and radio among others. Similarly, men can use masculinity in the shaping of news through modeling and fashion shows that attract the young clientele. In other words, there is the direct impact on the social context through interaction with men who walk with a masculine persona. Additionally, this is paramount in the advertisement world where the essence of pictures and body images translates to profits for companies (Ayers, 2008). In the same prospect, there is also the use of male power in reaching the female audience who get attracted to the masculine nature in their marriages. This is influential in defining social interactions such as marriage and relationships that looks up to men as the role models of their fa milies. On the other hand, in the media world, men use masculinity to set standards of excellence and moral good in helping young people to emulate the career as a profession of serious people. In the same view, men have the ability to manipulate the power of masculinity to win admiration in terms of upping the moral bar of society. Annotated bibliography Ayers, D. (2008). Bodies, bullets, and bad guys: Elements of the hardbody film. Film Criticism, 32(3), 41-58. According to Ayers in the above article, there are several connotations of male image in the film industry through the symbol of sex image. In the author’s view, the film industry banks on the masculinity of men in the depiction of bad boys who misuse girls, kill people, and do drugs among other vices in the community (Ayers, 2008). Additionally, there is also the relationship between high film ratings for the exposure of hard boy image to represent the alluring effect of masculinity and male power. Lee, T. (2002). V irtual violence in Fight Club: This is what transformation of masculine ego feels like. Journal of American and Comparative Cultures, 25(3-4), 418-423. DOI:10.1111/1542-734X.00059. However, in the perspective of Lee, masculinity according to most men is starting fights and stoking violence in clubs. This is mostly done as proof of bloated egos and pride that only demeans the maturity of men. Similarly, there is also a promotion of the wrong culture that violence is something noble especially if it is done by men to boost their egos (Lee, 2002). Alternatively, there is also the use of violence to gain sexual domination. Rosenburg, J. (2009). Circles in the surf: Australian masculinity, morality and grief. Critical Public health, vol. 19 issue 3-4 page 417-426. However, according to Rosenburg, there are several negative consequences of the promotion of masculinity among men in the moral sphere. For example, the display of masculinity erodes the moral standards of young people who assu me that physical power is the same as brain power. It also leads to misrepresentation that the use of masculinity among men is a direct symbol of domination in society over others (Rosenburg, 2009). This has hence resulted to broken morals and peer pressure among young Australians. Alilunas, P. (2009). "Male masculinity as the celebration of failure: The frat pack, women and the trauma of victimization in the "dude flick." Mediascape. On the other hand, according to

Challenges of implementing Health IT on the African continent Essay

Challenges of implementing Health IT on the African continent - Essay Example While great strides have been made in managing the affairs of the continent by different countries in the continent, some have lagged behind in development, owing to the political instability and other natural forces such as the adverse climatic conditions and the environmental factors that poses a lot of challenge to the development of such countries. Consequently, the development of the African continent, especially in the field of health is far behind, compared to other continents of the world (Archangel, 2007). It is not unusual to find many people perishing from the very common and preventable diseases, which are non-existent in other continents, due to the inability of the African health systems to address such illnesses effectively (Edoho, 2011). Therefore, the health systems in the African continent highly require to be addressed. Nevertheless, there are major challenges that might face the implementation of the desired changes in the African health systems, especially regard ing the Health IT systems. Therefore, this discussion seeks to focus on the Challenges of implementing Health IT on the African continent, with a view to how such challenges can be overcome. Poor technological infrastructure, normally referred to as the digital divide, is one of the Challenges of implementing Health IT on the African continent (Khosrowpour, 2006).Technology in Africa is not only a challenge in the health sector, but in every other aspect of the technology application. By the year 2007, it was estimated that the access to technology was limited to a small percentage of the African continents population, including the telephone connectivity, the internet and the mobile phones accessibility. It was estimated that by then, only 1.5 in every 100 people had telephone connections in Africa (Edoho, 2011). The access to mobile phone subscriptions was estimated at 22.9% in every 100 people of the African population, while the level of internet accessibility was even lower, wi th the African continent having a meager internet accessibility of 3.7% for every 100 people of the African population. The African technological data is in sharp contrast with the global average technological data accessibility, where the internet accessibility, according to the global average was set at 20.6 for every 100 people globally (Edoho, 2011). The implementation of Health IT systems requires robust infrastructure, to ensure that data and information communication can easily be done by health professionals, health providers and other health institutions and agencies. The application of health IT systems is aimed at ensuring that the health information is gathered, stored, retrieved, analyzed and transmitted to the necessary information users, in the most timely manner (Archangel, 2007). However, all this cannot be achieved without a good infrastructural framework that allows for such gathering, storage, analysis and the transmission of the health information. The challenge with the African continent is that; it does not have a robust technological infrastructure, which would enhance the connectivity of the health systems and health facilities, thus enhancing transmission and sharing of information (Khosrowpour, 2006). Both satellite technology and the internet are limitedly developed in Africa, with only some countries managing to have access to such technology, though on a limited basis and restricted to the urban areas only. Considering the differences in

Different examples of power Essay Example for Free

Different examples of power Essay What is power? What are different examples of power? How can people gain and maintain power? Power is being able to make something happen or prevent something from happening. You know if someone has power if they are leaders or if they are respected. If you’re a good influence you can also gain power because people begin to follow in your footsteps. Examples of power are political, economic, and social. Political power is an authority held by a group within society that allows for the administration of public resources and implement policies for society. The President has political power and the governor has political power. Social power is the degree of influence that an individual or organization has among their peers and within their society as a whole. Martin Luther King had social power and Malcolm X also had social power. Economic power is organization of the money, industry, and trade of a country, region, or society. Jay Z has economic power because he has money. My essay is going to be about stop and frisk and how often it is being used by police officers and how it affects the people in neighborhoods it is constantly happening in and the statistics on the frisking. In New York City police officers have a program called stop and frisk which is when a person is stopped by a cop and patted down to examine if the person is carrying a weapon or if the person is engaging in illegal activity. This type of limited search occurs when police confront a suspicious person in an effort to prevent a crime from taking place. A stop is different from an arrest. An arrest is a lengthy process in which the suspect is taken to the police station or booked and a frisk is only a temporary search. If the officer uncovers further evidence during the frisk, the stop may lead to an actual arrest, but if no further evidence is found, the person is let go. Unlike a full search, a frisk is only limited to a patting down of the outer clothing. If the officer feels something like a weapon, the officer may then reach inside the persons clothing. If no weapon is felt, the search may not go any further than the outer clothing. In 2011, New Yorkers were stopped by police 685,724 times by police officers and 88 percent of them were totally innocent. 34 percent were African Americans 34 percent where Latinos. 51 percent were though age 14 to 24, only 9 percent were Caucasian.. In the first nine months of 2012, New Yorkers were stopped by police 443,422 times. 89 percent were completely innocent. 55 percent were  black and 32 percent were Latinos, 10 percent were white. Stop and frisk causes people to be afraid of the police because when they are around they have to worry about being frisked by them. â€Å"Stop-and-Frisk abuses corrode trust between the police and communities, which makes everyone less safe. I know people that get very scared when the police come around because he had been frisked a lot of times. Police officers also sometimes use physical force when frisking people. For example, if you are getting frisked and you try to resist, the police will sometimes use physical force on you because they may feel like you’re disobeying them. Stop and frisk is a violation of the Fourth Amendment. The Fourth Amendment says â€Å"people have the right to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.† Mayor Bloomberg and police say stop and frisk has helped New York reach a low crime rate. New York has the lowest crime rate among the nation’s biggest cities, said by the FBI. People call the stop and frisk practice racial discrimination. Aggressive stop-and-frisk practices are having a profound effect on individuals, groups and communities across the city. Residents of some New York City neighborhoods describe a police presence so pervasive and hostile that they feel like they are living in a state of siege. w deeply this practice impacts individuals and they document widespread civil and human rights abuses, including illegal profiling, improper arrests, inappropriate touching, sexual harassment, humiliation and violence at the hands of police officers.

Physical Education within Early Years and Primary Education

Physical Education within Early Years and Primary Education This essay will provide a rationale; an explanation of the fundamental reasons, for teaching the foundation subjects within Early Years and Primary Education, with specific reference to P.E. The Early Years foundation stage (EYFS) statutory framework ensures that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children are ready for school and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life. (Department for Education, 2012, 2 lines). The National Curriculum (NC), which is currently under a review launched by the Government, is a set of standards that schools use to ensure all children learn the same things and that make sure certain levels of attainment are achieved in each subject (GOV.UK, 2012). The National Curriculum includes core subjects and foundation subjects, and all of these are compulsory. English, Mathematics, Science and ICT are all core subjects, and the foundation subjects include Art, Design and Technology, Music, Geography, History and P.E. Religious Education is taught in addition to these subjects although it does not form part of the National Curriculum. It is, however, included in the basic curriculum and is legally bound to be taught. The National Curriculum gives a well-defined and detailed guide to learning for all children, which shows what should be taught and sets targets for learning and the attainment levels for pupils. It also includes ways in which performance will be assessed and reported (Department for Education and Qualification and Curriculum Authority, 1999). The foundation subjects and R.E. are just as important as the core subjects as they all teach an underlying skill or allow children to develop their own opinions and choices. Every foundation subject has a purpose behind it, some are less focused on than others, but they all have very good reasons for being in the curriculu m. Boys and Spink (2008) believe the foundation subjects and R.E. have the potential to be the most powerful, most meaningful and most relevant areas of learning for all learners (p. 12), this is supported by Rose (2008) who comments that the foundation subjects stimulate childrens desire to learn and widen their depth and breadth of thought, knowledge and capability. Within this essay I will debate the rationale for why we teach the foundation subjects, focusing my attention on Physical Education across the 3-11 age groups. I will be looking at P.E. in the EYFS as well as the purpose, nature and importance of P.E. in the Primary Curriculum, throughout Key Stages 1 and 2. Also, justification concerning the inclusion of P.E. in the curriculum will be explored, as well as arguments for and against P.E. being taught in schools. Finally I will compare the similarities and differences between the Early Years and Primary Education, followed by a final analysis and conclusion of the argume nts mentioned. Wickstrom (1970) states that: Where there is life there is movement; where there are children there is almost perpetual movement. Children normally run, jump, throw, catch, kick, strike, and perform a multitude of basic skills. Physical Education involves the physical development of the whole child, right from birth to the Early Years (ages 3-7) then followed through to Primary Education (up to age 11), which then continues throughout the teenage years and into adulthood. Children learn through physical activity, whether its counting, painting, talking, building, or climbing, swinging and jumping. Physical activity is extremely important for childrens development especially in the Early Years. Most children are very agile, strong and inventive, and by the age of 7 should be able do all the basic movements involved with everyday life. They can then go on to develop coordination, control and balance, and learn to apply these skills throughout their lives (Manners and Carroll, 1995). According to the Statutory Framework for the Early Years Foundation Stage (2012), as well as coordination, control and movement, physical development in the EYFS also involves understanding the importance of physical activities and making healthy choices in relation to food. By the end of the Early Years Foundation Stage, children should: Move with confidence, imagination and in safety. Move with control and coordination. Travel around, under, over and through balancing and climbing equipment. Show awareness of space, of themselves and others. Recognise the importance of keeping healthy, and those things which contribute to this. Recognise the changes that happen to their bodies when they are active. Use a range of small and large equipment. Handle tools, objects, construction and malleable materials safely and with increasing control. (Department for Education, 2012a) Physical Education holds a unique position within the Primary school curriculum in that it promotes physical, emotional and social development through a mainly active approach. Some of its key aims are to encourage the development of healthy lifestyles and movement ability through the encouragement of positive attitudes towards activity and physical challenge. The Physical Education curriculum at Key Stages 1 and 2 should therefore involve a wide range of exciting and challenging experiences which enable children to develop and perfect basic movement patterns within the context of an interesting and entertaining learning environment. During Key Stage 1 children focus on building their natural enthusiasm for movement (DfEE and QCA, 1999, p. 130) and use this develop their understanding about the world. By Key Stage 2 children focus more on new skills, combining actions, phrases and sequences of movement and they develop an understanding of how to succeed in different activities and le arn how to evaluate and recognise their own success (DfEE and QCA, 1999, p.132). Physical Education in the National Curriculum is divided into six main areas of activity; dance activities, games activities, gymnastic activities, swimming activities and water safety, athletic activities and outdoor and adventure activities. Children must be taught five of these, with swimming being compulsory (DfEE and QCA, 1999). The main curriculum aims are to create: Successful learners who enjoy learning, make progress and achieve. Confident individuals who are able to live a safe, healthy and fulfilling lifestyle. Responsible citizens who make a positive contribution to society. (Department for Education, 2012b) Primary Physical Education is the best time for pupils to establish fundamental movement skills (FMS); basic motor skills and movements of different body parts. This stage is crucial for children to develop basic movements learned in the Early Years. Children develop fundamental movement skills within locomotor activities such as running and jumping, balance activities, and ball activities e.g. catching and throwing. Fundamental movement skills provide the basis for complex movement with range and flexibility, whilst developing communication, emotional and logical learning opportunities (Griggs, 2012). As well as being taught by things in the National Curriculum, children also learn from a hidden curriculum. The hidden curriculum indirectly teaches skills such as behaviour, respect, punctuality and obeying rules. These things are not stated in the curriculum but are subconsciously developed throughout a childs time at school. In relation to Physical Education, children will learn how to work appropriately as a team and what is acceptable sporting behaviour. However, the hidden curriculum can also reinforce gender stereotyping in Physical Education. For example, girls who are good at or enjoy sport will sometimes be called tomboys. Sport can be seen as masculine and for boys to learn how to be real men (Laker, 2002). Classroom-based subjects such as R.E., Music, Maths and English are very important components of the curriculum and offer great amounts to childrens learning. However Pickup (2012) argues that certain aspects of P.E. are unique and provide significant opportunities to create interactive, dynamic, multi-sensory and enjoyable lessons. Making P.E. enjoyable, exciting and relevant for pupils within the 3-11 age groups is of upmost importance. Interaction is paramount for keeping children engaged in physical activity and by creating competition or setting goals to variety of activities that allow the children to use different equipment will help to keep their learning diverse and fun. Technology is becoming of greater use in todays society and The National Association for Sport and Physical Education (NASPE) (2004) believes that the use of technology can be a productive way to enhance and enrich instruction when used suitably. For example, use of videos can add an extra dimension to demonstrations and using recording equipment can help children to observe and evaluate their own work. The Rose Report (Rose, 2009) and the Cambridge Primary Review (Alexander, 2009) both endorsed that ICT should be embedded in the teaching of all subjects, with the inclusion of Physical Education. The use of technology doesnt just stop at video equipment and ICT, the selection is vast and can include stopwatches, heart monitors and analysis software. If properly planned and used appropriately, opportunities to engage with technology can support and enhance teaching and learning by enthusing children and boosting their motivation. Ofsted (2009) claimed that effective uses of ICT had a positive impact on the wellbeing and personal development of pupils, as well as contributing significantly towards their ability to work both independently and cooperatively. However, we should acknowledge that there is more to the successful implementation of ICT in Physical Education lessons than just being given access to equipment. Learning must be improved by the use of these resources by expanding on existing knowledge in an in-depth, more significant, imaginative and effective way. Whilst ICT has the possibility to provide strength to learning in Physical Education there are also potential weaknesses. There are disadvantages with the use of ICT, for example it can occasionally fail to work and teachers need to be able to adjust to the challenges this brings. (Williams and Cliffe, 2011) According to the Health Survey for England (HSE) (2010), 31% of boys and 29% of girls aged 2 to 15 were classed as either overweight or obese (p. 23) and this has been steadily increasing since 1995. Also, only 32% of boys 24% of girls were classified as meeting the governments recommendations for physical activity in 2008 (p. 38). To enjoy a healthy, active and fulfilling lifestyle children must be taught the importance of care for the human body including diet, exercise and hygiene. It is the role of schools and teachers to make children aware of the effects that exercise has on the body, how to prepare for physical activity e.g. warming up by stretching their muscles and raising their heart rate, and the importance of cooling down after exercise (Robinson, 2000). With the increasing concern about health and inactivity in primary schools, the value of healthy lifestyles and exercise should be conveyed clearly to children throughout their time spent in school. Robinson (2000) notes that Physical Education is an important contributor to health and fitness and should be used in addition to health education to promote an overall positive approach to the knowledge and understanding of health and fitness. Williams (1989) points out that Physical Education faces some problems with its inclusion in Primary Education. In previous decades, the status of P.E. was often considered lower than the other subjects in the curriculum and in the past teachers have been consistently criticised for their failure to teach the subject properly (Physical Education Association, 1987). However, in todays society, the status of physical activity has been suggested to be at an all-time high with politicians becoming interested in recognising the significance of sport and the recent excitement of the 2012 London Olympic and Paralympic Games, which was the biggest sporting event ever to be staged in England, providing role models for the children of today (Pickup, 2008, p. 72). To conclude, the inclusion of Physical Education within Early Years and Primary Education is extremely important. P.E. provides the foundation for the development of fundamental movement skills which builds on skills from the Early Years through to Primary Education. Use of equipment, games, competition and particularly the exploration of technology within lessons and activities has shown how P.E can be made relevant and exciting for pupils within the 3-11 age groups. Also, issues about the previous status of Physical Education have been argued by the increasing benefits that have come with recent events such as the Olympics. Physical Education helps with the concerns about childhood obesity and inactivity by teaching the value of healthy exercise and demonstrating how to live a healthy lifestyle. Overall, the fundamental reasons for teaching Physical Education in the EYFS and NC includes physical, emotional and social development, the growth of self-confidence, the development of ph ysical skills and literacy and personal achievement within the bounds of individual difference and equal opportunity. 2,090 words.

Vulnerability in the Works of John Donne :: Biography Biographies Essays

Free Essay on John Donne - A Journey Through Vulnerability John Donne uses poetry to explore his own identity, express his feelings, and most of all, he uses it to deal with the personal experiences occurring in his life. Donne's poetry is a confrontation or struggle to find a place in this world, or rather, a role to play in a society from which he often finds himself detached or withdrawn. This essay will discuss Donne's states of mind, his views on love, women, religion, his relationship with God; and finally how the use of poetic form plays a part in his exploration for an identity and salvation. The speaker in Donne's poetry is a theatrical character, constantly in different situations, and using different roles to suit the action. He can take on the role of the womanizer, as in "The Indifferent," or the faithful lover from "Lover's Infiniteness," but the speaker in each of these poems is always John Donne himself. Each poem contains a strong sense of Donne's own self-interest. According to Professor J. Crofts, Donne: Throughout his life... was a man self-haunted, unable to escape from his own drama, unable to find any window that would not give him back the image of himself. Even the mistress of his most passionate love-verses, who must (one supposes) have been a real person, remains for him a mere abstraction of sex: a thing given. He does not see her --does not apparently want to see her; for it is not of her that he writes, but of his relation to her; not of love, but of himself loving. In "Elegy XIX [To His Mistress Going to Bed]," we are confronted with one of Donne's personalities. The poem begins abruptly: Come, Madam, come! All rest my powers defy;/ Until I labour, I in l abour lie. The reader is immediately thrust into the middle of a private scene in which Donne attempts to convince his lover to undress and come to bed. There is only one speaker in this poem, Donne, we do not hear the voice or a description of the feelings of another person, but she is always present. If Samuel Johnson was correct when he made the statement that "the metaphysical poets were men of learning, and to show their learning was their whole endeavour.

Heinrich Schliemann Essay -- essays research papers fc

"We could describe (Heinrich) Schliemann's excavations on the hill of Hissarlik and consider their results without speaking of Troy or even alluding to it," Georges Perrot wrote in 1891 in his Journal des Savants. "Even then, they would have added a whole new chapter to the history of civilization, the history of art" (qtd. in Duchêne 87). Heinrich Schliemann's life is the stuff fairy tales are made of. A poor, uneducated, and motherless boy rises through his hard work and parsimonious lifestyle to the heights of wealth (Burg 1,2). He travels the world and learns its languages ("Heinrich Schliemann"), takes a beautiful Greek bride, and together they unearth the treasures of Troy and the citadel of Agamemnon, thereby fulfilling the dream he has chased since childhood (Calder 18,19; Burg 8). Indeed, by presenting his life in romantic autobiographies as a series of adventures, starring Heinrich Schliemann as the epic hero (Duchêne 14), h e ensured his status as a lasting folk hero and perennial bestseller (Calder 19). The reality was that Heinrich Schliemann was an incredible con man, a generally unlikable braggart who succeeded only because of his queer mix of genius and fraudulence. He had a shylock's conscience when it came to business dealings, and his shady methods pervaded both his life and his archaeology (Burg, 15-31). Schliemann had a habit of rewriting his past in order to paint a more dramatic picture of himself. Among the events he reported that have been found to be grossly untrue are his tales of being entertained by the American president Millard Fillmore and his wife in 1851, and his narrow escape from the San Francisco fire of that same year (Traill 9-13). More disturbing is when he applies these tactics to his archaeology. In December of 1981 Professor David Traill, a Latinist, concluded that the "Treasure of Priam", Schliemann's most impressive find at Troy, was actually a composite of several small finds uncovered from beyond the walls of the city. Schliemann had collected the pieces from 1871 to 1873 in order to produce a single find large enough to earn him the respect of fellow archaeologists, and also permission from the British to excavate at Mycenae (Calder 33). Twenty years of research led the Traill to the belief that, "the question is no longer whether but rather t... ...tp://www.astro.virginia.edu/~eww6n/bios/Schliemann/> "Homeric Questions Part III - Archaeology- 9/6/98." The Mining Company, <http://archaeology.miningco.com/library/weekly/aa090698.htm?pid=2765&cob=home>(6 September 1998) Kiernan, Mary K. "Heinrich Schliemann." Lecture at Vero Beach High School, 21 October 1997. Lost Treasures of Troy. BBC, London. 1994 "The Minoan Costume." FirstNet, <http://www.firstnethou.com/annam/costhist.html/minoan.html/index.html> Traill, David. Schliemann of Troy: Treasure and Deceit. New York: St. Martin's Press, 1995. "Troy." Thinkquest Organization, <http://www.thinkquest.org/tqfans.html> "Troy VI." Dartmouth Archaeology, <http://devlab.cs.dartmouth.edu/history/bronze_age/lessons/23.html> "TROY: 4000 year old Ancient City." <http://www.iit.edu/~agunsal/truva/truva/truva.html> "Western Anatolia and the Eastern Aegean." <http://devlab.dartmouth.edu/history/bronze_age/lessons/7.html#9>(3 July 1996)            

Agree or Disagree: Your Job Has Greater Happiness Than Your Social Life Essay

Society changes at an unprecedented speed. So does people’s views toward their jobs. This has aroused a heated discussion whether people’s jobs own more happiness than their social life dose. From my point of view, compared with working, my social life means more. To begin with, admittedly, there exist some people who relish their job and consider it whole part of their life. For instance, an honorable professor in my university spends all his lifetime with his students and colleagues. He poses all his heart to the studying field of Chinese film. Only by referring to this concerned field, can he have the eyes lustrous. Without any other social activities, he lives a very satisfying life. However, it literally differs person to person. As for me, job is merely one aspect of my life. True, it provides the opportunity to enlarge my vision on profuse communicating methods and help me be seemingly mature. But the vision is limited to certain fields, knowledges without any connections with job still stay in an uncultivated state, such as skills of veraciously making friends, spirits of exploring new areas, kindness to others and so on. Lacking these crucial elements, I wonder whether it can be a happy life. Perhaps even more significantly, social life can help maintain a good health status. People could select a multitude of activities which make benefits for their physical health. For people like me, I play tennis every weekend, resulting in that I have not caught a cold for almost three years. And this offers the requisite basic of a happy life. In addition, social life also could be make advantages of by diverting concentration then assuage spiritual pressure. We could travel and spot various scenery with diverse people, make fun of different circles of friends, experience other’s lifestyles, explore deeper information of beloved fields. In sum, social life could better life quality and life contentment due to many reasons discussed above. Therefore, not only working, but also combining social life, life could be more variegated.