Media analysis the apprentice (Amber) Essay Example for Free

Media analysis the apprentice (Amber) Essay The purpose of the introduction to The Apprentice is to introduce the programme to its audience; the main aim is to gain TV ratings so the first four minutes are crucial in drawing in the audiences’ attention and making the show interesting and appealing to the target audience so they continue to watch. There are many visual codes in the opening of the programme. The contestants are first introduced and the camera is watching them enter the city of London. All of the contestants are shown near or on some form of transport, this could symbolise how the best people have been chosen from all over the country to come to one business orientated and busy city to compete for one life changing journey. Furthermore, the journey is metaphorically amplified by the contestants carrying suitcases and walking forwards, this creates a sense of them embarking on a life changing journey together with only one outcome. This is anchored by the dialogue the contestants use, for example â€Å"I am a winner† this shows to the audience that this is going to be an intense battle to find the winner. The contestants are seen walking in a group together over a bridge, this could connote the ‘bridge to successes’ and they are walking over to the other side trying to gain the success that they want, which again signifies a journey and the camera movement used here is tracking the whole group so the audience know that they will be following them on the journey. The programme is set in London which is pragmatically suggesting this is the centre of business in the United Kingdom and that’s why they have gathered here. In the clip the audience are shown how busy the city is by the amount of transport and people, this could suggest that there is competition between the contestants and also competition in the business world. The scene is set at dawn this connotes the idea that business never rests in London and that the business world is awake and ready. There are also visual codes displayed by the characters that anchor business; firstly all of the contestants are dressed smart, in suits or skirt suits. They also all carry some form of briefcase which is stereotypically something that a business person has with them all the time. When the characters speak they pragmatically and stereotypically show that they are business minded people â€Å"I am the best† â€Å"I am what Alan Sugar is looking for† are examples of what are said and these are expressed in a very strong, arrogant and argumentative way. In the opening there is a point where the audience are shown Alan Sugar on top of a large building in the central of London looking out to the city which suggests his power, this is anchored by the camera shot used here which is a low angle, this connotes the idea that he is a powerful man and the centre of attention, the use of the camera movement ‘crab’ also anchors his power as it arcs around Alan Sugar so we are given a 360 degree view of him and the city. Sound is used to anchor Alan Sugar’s power throughout; the soundtrack and underscoring music builds up into a dramatic tension when he is talking to the contestants and when the camera is focusing on him. Furthermore, the iconic dialogue â€Å"you’re fired† is repeated more than once in the scene, something which is significant to his persona and something the audience recognise. This is reinforced with the crop shop of Alan Sugar’s hand pointing towards the fired contestant, in addition to this the crop shot also creates a sense of mystery as the audience are left unaware of the contestant that has been fired and who he is pointing at, so they are left wanting to watch the show with the suspense that all but one contestant will be fired and they can try judge who he will fire within the programme. The contestants are portrayed as weak when they are around Alan Sugar; there are lots of reaction shots used to show their expressions and reactions to the tasks and what Alan Sugar says to them, this shows his power over them and signifies the meaning of the programme and his role and the contestants’ role. The underscoring music also adjusts to the mood and atmosphere and is anchorage for what the contestants are portraying themselves as, at the beginning when the contestants are trying to display power then the music is louder and faster but when they are portrayed as more vulnerable facing Alan Sugar the music is quieter and slower and towards the end of the opening fades out into the beginning of the programme. I think that the opening scene of The Apprentice is very successful in fulfilling its purpose. I feel that it engages the audience by the visual codes and they all create a strong anchorage for what the programme is about. There are many different camera shots, angles and movements used which again draws in the audience’s attention and makes them want to carry on watching the programme. Finally, the mix of the soundtrack and underscoring music with the dialogue allow the opening to intensify reality and give an insight into the programme and also the contestants and Alan Sugar.

Effectiveness Of The Early Intervention Approach

Effectiveness Of The Early Intervention Approach Within this essay I am not going to list the reasons to believe in the effectiveness of the early intervention approach. The usefulness of early intervention itself is not in dispute. I will, however, be discussing the strengths and weaknesses of different types of early intervention. I will discuss the reasons to believe that some intervention schemes are better than others concerning ways to handle social issues. This essay will discuss the definitions of the terms used in the title. I will look at the motivations behind the schemes and discuss ways of analysing their effectiveness. In relation to the importance of child participation and the amplification of childrens voices, I would also like to look at childrens views on their own situations and why they feel like they should engage in acts that would qualify as a social issue. Defining the key words Using the term social issue in reference to children and families tends to suggest childhood delinquency, drug abuse, violence, teenage pregnancy, crime and etcetera. The word issue implies that there is a problem that should be dealt with; an issue is not an acceptable or desired means of behaviour and it opposes the social ideal. However, many questions arise concerning who has created the definition of this ideal. The language used in the title suggests that the ideal consists of the eradication of all social issues. (which the Government has highlighted.) Used in CTC Effectiveness is an expression that is used by the Government when evaluating early intervention. In the UK, The government drives forward the need for evaluation and assessment of early years practices (Lewis Utting, 2001). It is a commonly held assumption that to achieve the goals of evidence-based practice and cost-effectiveness, evaluation is a necessity, not a luxury (Ghate, 2001, p23). Preventative early intervention initiatives have become more common since the arrival of the New Labour government in the late 1990s (Ghate, 2001). Whether they are led by the government or by other organisations, an early intervention programme generally has the aim of reducing negative social outcomes the children may contribute to when they grow up. Within this essay, I will be using examples of two different types of early intervention scheme: government-led and community-led. Different types of intervention Government-led Throughout the 1990s, there was a growing recognition that wider social, political and economic factors were negatively influencing the families and communities that children grew up in (Hannon Fox, 2005; Glass, 2001). Shortly after New Labour was elected to power in 1997, Tony Blair stated that by 2010, the number of children living in poverty within the UK would be halved and by 2020 it would be eradicated ( ). As a result of this, the New Labour government introduced a number of early intervention initiatives with the aim of reducing social exclusion due to poverty (Clarke, 2007). The New Labour government has shown a serious commitment to the early intervention approach, having invested hundreds of millions of pounds into one initiative in particular: Sure Start (Hannon Fox, 2005). To begin with, Sure Start was targeted primarily at working with parents of young children from the most socio-economically deprived areas in the UK. By doing this, therefore, the government aimed to potentially tackle future issues that their children might create. One statement of Sure Starts intentions is described by Clarke (2007); (Sure Start aims to avoid) social exclusion in adulthood, primarily by enabling children to realise their potential within the education systemà ¢Ã¢â€š ¬Ã… ¸ (p.699). Sure Start reflects its aim by working both directly and indirectly with the child; directly by providing such things as pre-school childcare; and indirectly by providing services for parents and the wider community (Belsky Melhuish, 2007). Other government early intervention approaches that have been introduced since 1997 with the aim to break the cycle of poverty include: child tax credits, working tax credits and child benefits. Government policies and green papers such as Every Child Matters (2003) support the early intervention approaches by outlining the standards for child well-being and suggesting guidelines to help professionals reach these standards. The 2007 Childrens Plan recognises the importance of providing support for parents, in order to gain their enthusiasm for their childs education. Parental enthusiasm and involvement is a key factor when trying to initiate an intervention scheme ( ). Government programmes and large scale intervention programmes such as Communities That Care (CTC) are not the only types of early intervention. Communities themselves have long developed programmes that tackle issues important to them. Sure Start was to be focussed on relatively small areas of need, reflecting the desirability of action at the level of communities (Hannon Fox, 2005, p3) Community-led Non-government led organisations have been set up all over the country in response to different communities needs. One example is Kids Company, a charity which aims to provide practical, emotional and educational support to vulnerable inner-city children and young people (Kids Company Website, 2008). This statement seems very similar to the one Sure Start uses. Kids Companys methods of early intervention, however, differ significantly from those of Sure Start. Kids Companys effectiveness lies in its provision of innovative, flexible and child-centred services. Kids Company provides targeted therapeutic and social work interventions, and universal class and group access to the arts. (Gaskell, 2008, p4) Personal relationships with people they are reaching. Self-referal. Accessibility is an important factor for intervention schemes. If parents or children do not access intervention (whether it be through choice or lack of knowledge) The assumption is that behind every child is a responsible adult, who will navigate the path to services (Camilla Batmanghelidjh, 2006, p15). Sadly, the truth for many children who would benefit most from intervention services is that their main carers are not willing or cannot be bothered (uninterested?) to allow their child to attend (Batmanghelidjh, 2006). Motivations behind intervention schemes Politics Childrens welfare? Money The intention for the Sure Start initiative was that it should be based on the best evidence of what works (Glass, 2001, p14). Lack of funds can mean that some children get overlooked by local authorities and social services. In her book, Camilla Batmanghelidjh (2006) describes coming into contact with children who were suffering from lack of food and neglect, referring these children to social services, but discovering that they were not eligible for help due to lack of resources and too many cases of sexual and physical abuse. Many children drop out of the education system and are never pursued by the system because the behavioural and emotional difficulties of the children are too much of a burden to school staff (Batmanghelidjh, 2006). Many interrelated factors place children at risk of adopting behaviour that could be seen as a social issue. Many children who already practice such behaviour are likely to have been conditioned by their familys socio-economic circumstances. Socially unacceptable behaviours can lead to social exclusion, which can, in turn, result in the next generations social exclusion (Clarke, 2007). Childrens attitudes, achievements and behaviour are shown to be linked to the environment in which they grow up in. The largest influence is shown to be that of the family (Parton, 2007). Talk about EPPE. The key, when looking at dealing with social issues, lies in tackling the underlying factors. This could be by the means of providing services and/or resources. These factors include poverty, poor nutrition, emotional neglect and underachievement. There is an overall understanding that these factors cannot be isolated from one another (find evidence). Intervention is a term that suggests that an outside source will come in to intervene with whatever is going on and disappear again once too issue is fixed or eradicated. Analysing effectiveness (research) Evaluating larger scale early intervention programmes Early Effects of CTC (Hawkins et al, 2008) Reports positive effects, but the results are quantitative looking at if the children have taken drugs or shown signs of delinquent behaviour. Not looking at the childrens views of how the project may have changed their lives issues such as being listened to, valued and feeling part of the community. if services cannot specify what changes they expect to see for `successful users, evaluators certainly cannot measure them, let alone pass judgement on whether the service has proved effective. (Ghate, 2001, p25) Strengths of early intervention approaches imply that these are the reasons for perceived effectiveness. Contrary to the strengths of early intervention projects, their weaknesses reveal the space for improvement within the services. The New Labour government has introduced several interventions that aim to benefit families. Much research would support the idea that early intervention schemes such as Sure Start have a positive benefit on childrens well-being ( ), but how far can research reflect the true picture of what is happening to under-privileged children in this country? This pressure to measure a settings effectiveness can detract from the amount of time practitioners can spend with the children: Time and energy is, therefore, increasingly sapped from those providing services to fill in forms for external purposes, rather than supporting children. (Lewis and Utting, 2001, p4). Ironically, this could negatively affect the effectiveness of the intervention. Accessibility- If many people are accessing services, then the likelihood of them having an impact is increased. Alternatively, if there are not enough staff members to meet the needs of the attendees, then the likelihood of effectiveness is inevitably decreased. Before an educational outcome there needs to be an emotional one (Batmanghelidjh, 2006, p23). Successful outcomes or effectiveness of an intervention service are not instantly noticeable. It may take years for disturbed children to engage in behaviour they were previously unable to. Their outcomes are personal, and their successes are often individual and emotional first, before they become visible in the world of academia and work. (Batmanghelidjh, 2006, p 22) The problem with presenting outcomes in the way that they are being demanded is that clinicians try and exclude children from their services who are likely not to provide positive outcomes. p.23 This is not through cruelty, though, but because the clinician relies on the money they earn for doing their job effectively. Money is essentially the reason why so many children do not receive the services they should. Children are being dehumanised by being treated as statistics that keep adults in their jobs. So many of our current interventions with vulnerable children come from the perspective of the well-adjusted adult, needing to preserve our own sense of safety. (p 153) Short-term initiatives, where the practitioner enters the childs situation, offers a quick-fix cure and then disappears again, are merely cosmetic. This kind of intervention offers no real solution to the issues that disadvantaged children face. The government thrive on statistics that have been distorted to reflect their political goal (find some). The public want statistics to show them that issues are being resolved. It is to do with how committed people are to seeing change. Short-term initiatives are ineffective, due to the fact that people are complex beings. Effective early intervention programmes have recognised the need to build relationships with the people behind the issues. Conclusion Children who carry out anti-social behaviour are sometimes referred to as being delinquent (Hawkins, 2008). This reflects the medical model of disability, that which implies that the fault lies within the child and needs to be fixed. The aim of some early intervention programmes can be to benefit wider society rather than the child. Blair (2008) spoke of a new political initiative that would identify those most at risk of offending at birth. This kind of intervention would not be beneficial to the child. Being labelled from birth as a potential offender could produce a self-fulfilling prophesy. The most effective early intervention programmes are those that make a commitment to the children themselves; that aim to make them feel valued as members of society and offer them the best opportunities. Many of the early intervention programmes explored, such as Communities That Care (CTC) concentrate on notions of bringing the community together and building social capital from within the community. We cannot expect children to act as responsible members of the community unless they are treated as such. Not just gathering their views but involving them, involving them in planning and developing of programmes as will see constant criticism from the children is nothing actually happens Disenchantment The delinquent child (Hawkins, 2008) Looking at how the child is framed within early intervention programmes. Is it to make them feel valued, important and give them the best opportunities? Or is it to sort them out for the sake of wider society? Government initiatives: Identifying those at risk of offending at birth (Blair, 2008). Fits with governments crack-down on anti-social behaviour and ASBOs. More positive: Sure Start, parenting programmes. Want to prevent the problems before they start, but such approaches label the child before they have even offended. This is likely to alienate them further from society. Not helpful! Distribution of power CTC Programme is systematically applied from the outside Community driven and the community identifies problems they believe need addressing But, research by (Brown et al 2007) into the Community Youth Development Study: Leaders were those who already held leadership positions i.e. mayors, city managers, police chiefs, school superintendents. These were the people who were interviewed, alongside five referred leaders No effort to break down power relationships. Study itself is not representative. We do not hear the views of different community members. Older respondents and those from law enforcement were more likely to report higher baseline levels of collaboration than younger respondents or those from other community sectors (Brown et al 2007). So again criminal justice system taking the lead. Ultimately, people sacrificing their time and finances can do such impressive things for the need of their communities. And I think thats what our world is desperately in need of lovers, people who are building deep, genuine relationships with fellow strugglers along the way, and who actually know the faces of the people behind the issues they are concerned about. Shane Claiborne (The Irresistible Revolution, 2006) Define what can be meant by social issues in this essay. What does it mean to deal with social issues? What is effectiveness? How can we measure such a relative/ idiosyncratic thing? What types of early intervention are there? Government programs Surestart Voluntary sector- charity work/ people choosing to live in disadvantaged community to help change for the better. Education? Therapists? Health? NHS, midwives, health visitors etc. What reasons are there to believe that these methods work? CTC data (large no.s of opinion surveys do these fully reflect true picture?) Case studies? Government studies (truly reliable? Short term? Who are they financed by and for what purpose?) What alternative approaches are there to early intervention?! (What are we comparing early intervention to to make the assumption that it is the most effective approach to deal with social issues? Other countries (Norway and Sweden) Are families engaging with intervention projects? Non-engagement (Anning and Ball 2008) Intervention or need of resources Arnold et al (2003): Specific needs of communities and the individuals themselves within such communities need to be addressed. Great diversity of needs It is the environment that needs changing not the individual. Brown et al (2007) CTC organizes the adoption of a science-based approach to prevention into five stages that correspond to Rogers (1995) stages of innovation diffusion. Each stage is guided by a set of milestones and benchmarks that are used to monitor CTC implementation p181 Diffusion is the process through which (1) an innovation (2) is communicated through certain channels (3) over time (4) among the members of a social system (Rogers, 1995). Most individuals evaluate an innovation, not on the basis of scientific research by experts, but through the subjective evaluations of near-peers who have already adopted the innovation. Diffusion is essentially a social process through which people talking to people spread an innovation.

Cezanne, Lowry and Landscapes Essay -- Visual Arts Paintings Art

Cezanne, Lowry and Landscapes Cezanne Paul Cezanne, who was the son of a wealthy banker, became a painter in the 1860s in Paris when he quit his studies of Law. By 1874 he was painting landscapes in the Impressionist manner and had some of his work included in their first exhibition held during that very same year. He painted in the Impressionistic manner, but sheared off in a different direction to the main body of Impressionist painters. The main body of Impressionist painters were concerned with the 'fleeting effects of light and colour', and in order to capture the surface impression of that moment 'they had to work fluently and quickly'. 's analysis was far more prolonged and pains-taking; He spent so long analysing his subjects that some of his work was never finished. began to be more concerned with the use of colour in modelling objects and landscape and as a way of expressing their underlying form. The basic ideas of Cubism have been claimed to be present in his philosophy. His theory was that the painter could always find the cone, the sphere and the cylinder in Nature, and that all natural shapes were composed of these shapes at their most basic form. inherited sufficient wealth to live in rich seclusion in Provence near Aix. He needed this solitude or he found it difficult getting on with others: being naturally ill at ease, neurotically sensitive and suffering from outbursts of temper. His great contribution to art was to make Impressionism solid: to restore the careful analysis of form and structure that pervaded the old masters but to combine this with an intensity of colour and harmony, full of personal expression. In his landscapes he showed a deep feeling for the force of nature in each sweeping line and chopping stroke of the brush, in the intense orange earth against the clear Provence skies. Always dissatisfied with his efforts, struggled unceasingly to reveal the truths of nature. He made many landscape paintings of the area where he lived and through them he achieved great success even in his old age. Many of these landscapes like "Route-Tournante" pulse and glow with his free and painstaking analysis. Part of the vitality of this picture lies in the loose and patchy technique The effect is particularly striking in the subtle greens of the trees and the subtle earth tones. Part of the interest ... ...riel Decamps, Charles-Emile Jacque, and other minor landscape and animal painters - e.g Brascassat/Rosa Bonheur. During the second half of the nineteenth century, the school became more and more famous - the number of painters in the "school" also increased. Barbizon was the name of the area in France where members of this school settled down to paint. Jean-Francois Millet, together with Theodore Rousseau, became the centre - the nucleus of the Barbizon community, and the reference point for all the other Barbizonners - the other members of the Barbizon school. Millet settled down in Barbizon in 1849. has often been described as the initiator of the Impressionist movement, and indeed he did develop many of the ideas that we saw in the movement as it developed. It could be said that Lowry painted landscape in an Impressionist fashion as well, as his pictures are painted in such a way as to make the viewer aware of the message behind the picture rather than the actual picture which has been depicted using brushstrokes from a man of incredible painting skill. A painting by has been included with this essay, along with a reproduction of one of Lowry's pictures.

Legitimizing Final Causes :: essays research papers

<a href="http://www.geocities.com/vaksam/">Sam Vaknin's Psychology, Philosophy, Economics and Foreign Affairs Web Sites The word "telos" in ancient Greek meant: "goal, target, mission, completion, perfection". The Greeks seem to have associated the attaining of a goal with perfection. Modern scientific thought is much less sanguine about teleology, the belief that causes are preceded by their effects. The idea is less zany than it sounds. It was Aristotle who postulated the existence of four types of causes. It all started with the attempt to differentiate explanatory theories from theories concerning the nature of explanation (and the nature of explanatory theories). To explain is to provoke an understanding in a listener as to why and how something is as it is. Thales, Empedocles and Anaxagoras were mostly concerned with offering explanations to natural phenomena. The very idea that there must be an explanation is revolutionary. We are so used to it that we fail to see its extraordinary nature. Why not assume that everything is precisely as it is because this is how it should be, or because there is no better way (Leibnitz), or because someone designed it this way (religious thought)? Plato carried this revolution further by seeking not only to explain things - but also to construct a systematic, connective epistemology. His Forms and Ideas are (not so primitive) attempts to elucidate the mechanism which we employ to cope with the world of things, on the one hand, and the vessels throu gh which the world impresses itself upon us, on the other hand. Aristotle made this distinction explicit: he said that there is a difference between the chains of causes of effects (what leads to what by way of causation) and the enquiry regarding the very nature of causation and causality. In this text, we will use the word causation in the sense of: "the action of causes that brings on their effects" and causality as: "the relation between causes and their effects". Studying this subtle distinction, Aristotle came across his "four causes". All, according to him, could be employed in explaining the world of natural phenomena. This is his point of departure from modern science. Current science does not admit the possibility of a final cause in action. But, first things first. The formal cause is why a thing is the type of thing that it is. The material cause is the matter in which the formal reason is impressed.

War of the Rats Essays -- David L. Robbins Literature Essays

War of the Rats War of the Rats, written by David L. Robbins, and the movie Stalingrad, directed by Joseph Vilsmaier, are two excellent sources to be used in furthering one’s understanding of the second world war and specifically the battle of Stalingrad. Both of these sources cover generally the same material. They both are dramas about the battle of Stalingrad, yet each has their own unique perspective upon the war. These two sources can be used together to increase one’s knowledge on the subject at hand. War of the Rats, a book that has been recently published is basically a war inside of a war. It focuses more on a personal battle of two men then it does on the battle of Stalingrad on a whole. The book has four main characters and is mostly based on these people. Robbins seems more content on telling his drama he is revealing to the reader then giving actual historical accounts on the battle of Stalingrad. Robbins story starts out about the Russians skilled assassin, Army Chief Master Sergeant Visily Zaitsev. Zaitsev is a famed sniper, known for killing the opposing Germans with ease. The Germans realize how dangerous of a weapon Zaitsev is, and counter with their own master sniper, S.S. Colonel Heinz Throvald. Throvald is sent with one mission; kill Zaitsev. Also included in the plot of Robbins’ book are Tania Chernova, Zaitsev’s assistant, and Corporal Nikki Mood, a composite German soldier. Tanis Chernova and Vasily Zaitsev eventually fall in love. The novel eventually ends with the two master snipers, Throvald and Zaitsev, crossing each other’s paths. In somewhat of a cliffhanger, the book finishes off with both Throvald and Zaitsev putting crosshairs on each other’s head. Although it is very entert... ...ery educational. Both are based on factual events. War of the Rats is more about two individual people than the actual war, but still gives a brief overview about the battle of Stalingrad. Stalingrad focuses on the suffering of the German soldiers and probably is more useful than the War of the Rats in the sense that it covers the actual war more. However, both are highly recommended and go hand in hand. One would probably understand the importance of the Second World War on the Eastern Front in world history most if he or she looked into both sources. Works Cited Beschner, M. George, and Alfred S. Friedman. Youth Drug Abuse. Toronto: D.C. Heath, 1980. Dogan, Shamed. â€Å"Legal Drinking Age Should Drop to 18.† High Ground.com. 1997 February 14, 1997 Group Survey of 100 people. â€Å"Should the Legal Drinking Age Be Lowered to Eighteen?† May 25, 2000

If It Ain’t White It Ain’t Right Essay

When evaluating the immortality of slavery, people oftentimes emphasize the abhorrent, physical abuse endured by Afro-Descendants, and diminish the pernicious, psychological effects they suffered. Chief among the psychological effects manifested from slavery are notions of self-hatred and self-denial. Tragically, Blacks were forced, through centuries of conditioning, to believe, accept, and demand their slave master’s mandate that blackness innately implied inferiority. In Juan Francisco Manzano’s Autobiography of a Slave, Manzano explores these themes through his personal experience as a Cuban Creole mulatto slave. In an arduous fight for freedom, Manzano is raised to believe that the only way to liberation is through a rejection of his Black identity and an acceptance of his White identity. The ideas of self-hatred and denial raise intriguing questions. Is it possible for Black people to achieve real liberation, i. e. substantive democracy and citizenship, through the denial of their Black identity? What kind of liberation is achieved through the acceptance of the idea that part of one’s identity is inherently inferior? This paper suggests that true psychological liberation, substantive democracy, and citizenship cannot be achieved through such a process, and that any system that requires such self-denial and self-hatred serves to reinforce or justify the racist system from which Blacks seek to escape. Identity development occurs during one’s childhood. From an early age, children are told who they are and how they relate to others in the world. During the era of slavery, Afro-descendant children were taught that the only way to salvation, both immediately and in the future, was through a sacrifice of their African roots. Perhaps the most vivid recent example of this occurred in the award-winning film â€Å"The Help† in which a Black maid tells a young White child â€Å"You are smart. You are kind. You are important. † During slavery, Black children were given no such messages. Part of the message Black children were taught was that their blackness was in some way responsible for their slavery. In discussing the common desire for Afro-descendant’s to escape their African heritage, Ivan A. Schulman writes in the introduction, â€Å"To make the leap to the â€Å"master† culture was not an uncommon aspiration in the nineteenth century: Among people of color there existed the general wish to whiten one’s descendants insofar as possible, and distance themselves as much as possible from slavery† (Manzano, 11). Through this desire, Blacks sacrificed their own self worth in favor of their domineering White oppressors. As a young boy, Manzano too yearned to identify with the controlling white culture he inhabited. While discussing his relationship with Dona Joaquina, one of the many women who raised him, he writes, â€Å"She would dress me, comb my hair, and take care that I did not mix with the other black children† (Manzano, 55). Dona Joaquina’s insistence to separate Manzano from his Black heritage is credited to the caste system present among slaves in Cuba. Under this system, pure Black slaves were in opposition to Mulattos. Since Mulattos by definition had at least some White blood, they conjectured that they were superior to their full-blood Black counterparts, and therefore justified in trying to escape their Black identity. Consequently, the caste system served as the primary force that caused Manzano to run away from his plantation. As a result of having his family members and friends detached from his life, Manzano found it paramount to escape his present situation as a Mulatto slave amongst full-blood, Afro-descendant slaves, he writes, â€Å"I saw myself at El Molino, without parents or even relatives, and, in a word, a mulatto among blacks† (Manzano, 133). This passage highlights one result of the denial of Black identity, i. e. complete alienation from one part of the community from which one derives. Through this process, Blacks fundamentally lose their self worth. By refusing to accept and acknowledge their heritage, the significance of the Afro-descendant in society has deeply diminished. Juan Francisco Manzano’s experience is one shared by several Afro-descendants in Latin and North America. Chica da Silva, reputedly the most famous and beautiful Black woman in Brazilian history, is one glaring comparison. Chica da Silva’s was a slave, but her master was so attracted to her that he wanted to marry her and thus free her from slavery. They lived in a luxurious house and had several beautiful children. Among Brazilians, Da Silva was considered to be the pinnacle matriarch. However, the ascendency of Da Silva to fame came with a cost. While discussing Da Silva’s eminence in Brazilian society, Henry Louis Gates writes, â€Å"Chica da Silva was black, yet her rise to power within the community was part of a conscious whitening effort. She acted like she was a white woman† (Gates, 34). In order for Chica da Silva to be accepted as a valorized figure in Brazilian society, she had to forego her blackness. Furthermore, Maceo’s story serves the same purpose. A Cuban Creole, Maceo is revered for his courageous efforts as commander of the Cuban army during Cuba’s fight for independence. Through his courageous efforts, Cuba was finally able to break away from centuries of subjugation by Spain and be an independent nation. The fact that a Black man led Cuba to independence is remarkable and noteworthy, especially given that this occurred in 1898, only twelve years after slavery was abolished in Cuba. But was Maceo actually Black? While discussing Maceo’s legacy among Cubans after his death, Gates writes, â€Å"The researchers didn’t try to diminish his legacy, but they sought to valorize the European part of his genetic heritage. They explained that although his bone structure was that of an African, the measurements of his skull affirmed that his brain was that of a white man. If Maceo was a superior man, then he couldn’t be Black† (Gates, 195). The notion of a Black man as a quintessential heroic figure in Cuban history is automatically discredited. Since Blacks were going to be the majority, this stripping of one’s Blackness was paramount in order for Whites to maintain control. Moreover and most importantly, Maceo’s story set a precedent that if wealthy White’s had children who looked Black, they did not have to accept their status as Black Cubans. Thus prioritizing class over race. To this end, Blacks escaped their African roots not only psychologically, but physically as well. Within the social context of the Dominican Republic, the concept of beauty is analogous with Whiteness, particularly in the case of hair. While discussing the intersection of hair and identity in the Dominican Republic, Cassandra Badillo writes, â€Å"†¦a white woman’s hair is described blonder. Whether it is curly or straight, black or brown, it is said that she is blonder. About the â€Å"others,† it is said that they have bad hair and that’s all–bad hair has no color† (Badillo, 36). The bad hair attributed to the â€Å"others† has several catastrophic consequences. Black women in the Dominican Republic habitually straighten their hair so that they can be White. As a result, they contract blisters and burns, permanently damaging the condition of their scalp. Still, even though Blacks go through the physical anguish of straightening their hair, they do not fully whiten themselves. Badillo writes, â€Å"straightening does not whiten a woman, straightening is about self-denial† (Badillo, 37). Through the process of hair straightening, Blacks dismiss their African identity. While discussing the problems of hair straightening, Badillo writes, â€Å"†¦the problem is not changing hair per se, but rather in the power relations it expresses and in the attitudes of domination it reflects† (Badillo, 36). Hair straightening operates in a way that camouflages and normalizes subordination and privilege. In doing this, Black women lose their autonomy and subjectivity, limiting them to formal or procedural forms of democracy and citizenship, thus suspending any chances of substantive salvation. The troublesome notions of self-denial and self-hatred too have plagued me. During high school, from my peers’ point of view, I was perceived as another Carlton Banks, the foil for Will Smith’s character in â€Å"The Fresh Prince of Bel-Air. † Although on the surface Carlton seems like an admirable Black character—gets good grades, dresses sophisticatedly, and speaks well, further reflection leads one to believe the contrary. Despite the fact that he dresses well and speaks correctly, personality traits that are not in congruence with most depictions of African Americans, at the end of the day, he still seeks the approval of those he perceives in authority (whites), and also has no real sense of self-respect. Now, I can truly say that I have evolved out of this condition. As an active member of the Black Students Alliance, I have recognized that my heritage is nothing to be ashamed of. I now realize that up until this point in my life, I have been lied to. These lies were framed in language that stated everything Black meant ugly, evil, and sinister, and everything White meant pure, high, and clean. This could not be any further from the truth. Now when people say, â€Å"Say it loud! † I reply, â€Å"I’m Black and I’m proud! † I have discerned the importance of not only accepting, but also celebrating one’s Black identity. In order to address the perils of self-denial and self-hatred, there is no other way. In the words of Dr. Martin Luther King Jr. , â€Å"If the Negro is to be free, he must move down into the inner resources of his own soul and sign with a pen and ink of self-assertive manhood his own Emancipation Proclamation. †

Health Services Administration

Health Services Administration Angelina House HSC 111 10-26-12 Health services administrators can also be called medical services managers or healthcare executives. They are responsible for managing the business of healthcare at a facility, or within a department of a facility. Their job duties can vary, depending on their level of management, the size of the facility, their level of education, and work experience. Healthcare administrators play an important role in healthcare services.Most healthcare administrators have at least a bachelor’s degree, and many have a master’s degree as well. In addition, although it is very rare to pursue it, there is also a Ph. D. available. There are some bachelor’s degree programs online, and even more master’s degree programs. This is because many administrators gain some experience in the field, before deciding on a master’s program. Therefore, an online degree is designed to accommodate working individuals, as well as give them the opportunity to immediately implement their new knowledge in the workplace (Guide, 2012).The typical college courses required to obtain a degree in healthcare administration include hospital organization and management, accounting and budgeting, human resources administration, marketing, strategic planning, health economics, law and ethics, and health information systems (Bureau, 2012). Master’s degree programs, which usually have a competitive admissions process, also include a one year residency in a medical facility (Health, 2012). There are many different settings in which someone with a degree in health services administration can be employed.These places are hospitals, physicians’ offices, dentists’ offices, home healthcare services, other practioners’ offices, outpatient care centers, ambulatory healthcare services, medical and diagnostic labs, and nursing and residential care facilities. Nursing home administrators must also b e licensed through the state. Requirements for licensing vary from state to state but, in order to obtain a license, one must also pass an exam, and be under supervised practice for a set period of time.As well, they must complete continuing education classes to keep that license valid (Guide, 2012). The Nursing Home Administrators State Board of Examiners regulates these licenses (Health, 2012). The job duties of healthcare administrators can vary depending upon their position and the facility of employment. Generally, they are responsible for improving the efficiency and quality of healthcare services, by implementing and creating policies and procedures, and in connection with that, must stay up to date on new laws and regulations.They hire and supervise staff in their department or facility, create work schedules, and keep organized records of services. They may manage the finances, such as, patient fees and billing, and ordering necessary supplies. They must also effectively co mmunicate with medical staff, other department heads, and higher ranking administrators (Bureau, 2012). Sometimes healthcare mangers are required to travel, for meetings, conventions, or to oversee other affiliated facilities (Guide, 2012).Health services administrators usually work a full-time schedule, forty hours a week, or more. They may be required to work days, evenings, midnights, and weekends, because the facility they are employed at may operate twenty-four hours a day. Typically, entry-level administrators work forty to fifty hours a week, while senior level administrators may work over seventy hours a week. Managers may also be called in during an emergency situation (Guide, 2012). The median annual wage for health services administrators is about $85,000.The amount of money earned varies by level of management, type of healthcare service provided, and the size of the facility. Lesser paid managers make about $50,000 per year, while high ranking mangers make up to about $ 150,000 per year (Bureau, 2012). The need for healthcare administrators is expected to grow by about twenty percent over the next ten years, faster than any other occupation. Factors that contribute to this are, the aging baby boom generation, and people living longer. As the demand for healthcare grows, so does the need for someone to mange that increasing demand (Bureau, 2012).Healthcare administrators play a key role in the effective and efficient treatment of patients. There are a wide variety of job positions, and settings, for someone with a degree in health services management. The prospective job outlook and competitive wages make this a promising degree to obtain, as well the personal fulfillment of knowing that you are doing something that can help others. References Allied Health Schools. (2012). Health Services Administration Career Overview. Retrieved from http://www. llalliedhealthschools. com/health-careers/health-care-administrator/health-services-administration-care er-overview Bureau of Labor Statistics, U. S. Department of Labor. (2012). Occupational Outlook Handbook. Medical and Health Services Managers. Retrieved from www. bls. gov/ooh/Management/Medical-and-health-services-managers. htm World Wide Learn. (2012). Guide to College Majors in Healthcare Administration. Retrieved from www. worldwidelearn. com/online-education-guide/health-medical/healthcare-administration-major. htm