How important was television and newspaper reporting in uncovering the Essay

How important was television and newspaper reporting in uncovering the 1972-74 Watergate scandal - Essay Example However, with due course of time, the media publication has emerged as a business to generate profit with larger customer base rather than focussing on its core value to provide information to the common audiences. Despite, these have been of great aid while uncovering a few noteworthy and significant facts regarding the society. One such remarkable incident in the early 1970s political history of United States was the infamous Watergate Scandal. The time frame of 1972 to 1974 is remarked to be the most significant and indeed the most remarkable in the political history of the US. It is during this period that the then president of the US democrat, Mr. Richard Nixon had to resign from his designation which was the only resignation of the US president in the political history till date. It happened during the mid of 1972 when political parties were on the mode to set their images for election programmes (Steven, 2006). According to the published reports, in 17th June, 1972 five men we re recognised trespassing in headquarter of Democratic National Committee, recording and incepting the telephonic conversations and other communications. In 15th September of the same year, two other men were accused of being directly related to the conspiracy and the infringement of the central wiretapping laws. By the beginning of the next year, it was revealed that all the accused seven people were employed by the Campaign to Re-Elect the President (CREEP). The fact fuelled the probability of the involvement of superior government officials in this case. In the mid of 1973, one of the accused men of the five, wrote a letter to the trial judge, John J. Sirica addressing a cover up of the event (Alumni Chapter, n.d.). The cover up incidentally was published in different media publications including television and newspapers. Consequently, the investigation got stimulated revealing certain major facts regarding the then political environment highlighting the role of senior governmen tal officials. Worth mentioning the fact that media publications revealed a series of events demonstrating political corruptions by manoeuvring the investigation. The facts which were revealed by the investigation until 1974 stated that John Mitchell, the then Attorney General had a secret fund amounted to almost $700,000. This sum of money was intended to be expended against the Democratic Party in the falsification of letters, leaking untrue information to the press and also pilfering campaign files. It also stated that most of the American Corporations, including the Gulf Oil Corporation, American Airlines, International Telephone and Telegraph contributed large sum of money to the ‘Nixon campaign’. Moreover, the instance also revealed that Nixon had assured the Watergate intruders to provide them ‘executive clemency’ in case they were incarcerated. He also assured them to reward huge sums of money. A piece of evidence also exposed that $450,000 was paid to the intruders headed by the order of Erlichman, one of the superior White House supporters of Nixon. Several other facts were also revealed which demonstrated the pressurising of the ‘Nixon campaign’ on the FBI officials, CIA officials and other investigating

The Civil Rights Act of 1964 Essay Example for Free

The Civil Rights Act of 1964 Essay President Lyndon B. Johnson signed the Civil Rights Act of 1964 into law on July 2, 1964 in Washington D.C. It ended discrimination based on race, color, and religion. Since Reconstruction, it is often called the most important U.S. law on civil rights. This law allowed the federal government with the powers to enforce desegregation. Title VI of the act banned the use of federal funds for segregated programs and schools. In 1964 only Tennessee and Texas had more than two percent of their black students enrolled in integrated schools. About 6% of the black students in the South were in integrated schools by the next year because of Title VI. What was the cause of the Civil Rights Act of 1964? In June 1963, President John F. Kennedy proposed a bill several months prior to his death. President Johnson announced his intention to turn the proposal into law five days after Kennedy’s assassination. Title IV of the Civil Rights Acts of 1964 forbidden discrimination in public schools because of race, color, religion, gender, or national origin. Public schools included elementary, secondary, and public colleges and universities. Before this law was signed, an African-American named James Meredith applied to the University of Mississippi in 1961. Officials at the school returned his application. He then took his case to the court. On September 10, 1962, the U.S. Supreme Court administrated that he had the right to attend the University of Mississippi. Ross Barnett, the governor of Mississippi, personally blocked Mr. Meredith from registering at the university even after the Supreme Court ruled. Conclusively, on September 30, 1962, federal officers and Civil Rights Division lawyers led Mr. Meredith onto the campus. There were one hundred twenty three assistant federal officers, three hundred sixteen U.S. Border Patrolmen, and ninety-seven federal prison guards on and near the campus to guard him. A crowd attacked the federal forces within an hour. They were fought with guns, bricks, bottles, and Molotov cocktails. President Kennedy sent sixteen thousand federal troops to the campus because of the nonstop violence. The outcome was there were two people dead, twenty-eight officers were shot, and  one hundred sixty people injured. As a result, James Meredith became he first black student to attend the University of Mississippi. The Civil Rights Act of 1964 had many effects. The law outlawed ethnic discrimination in public and places of employment to African Americans. However, it did not end the Civil Rights Movement. Black Southerners were deprived of their constitutional rights because white Southerners still used legal ways to take away their rights. African Americans lived in the worst metropolitan neighborhoods and had to attend the worst city schools. Other than that, the rights included rights to vote, public accommodations, which included being able to go to restaurants, movie theaters, shopping in all stores, going inside a gas station, and attending sports events at sports arenas. The Civil Rights of 1964 was also the first law to guarantee the equal rights of women.

Arrogant Attitude of Griffins Black Like Me Essay -- Black Like Me Ess

In The South John Howard Griffin’s chronicled experiences as a black man in his book, â€Å"Black Like Me† is an arrogant if well meaning book. It is arrogant because a 28 day experiment does not compare to the years (especially when learning right from wrong) of prolonged discrimination and racism suffered by African-Americans in the southern United States during the 1950’s. Consider being treated not as a 2nd class citizen, but as a 10th class citizen. Consider being in front of a washroom, but to be told it is for whites only and that you must go to the other side of town to use a â€Å"coloured† washroom. Consider not being allowed to do something just because a white man told you not to. Consider doing menial labor your entire life, even though you have a university education. Consider being an African-American. Those are just some of the hardships that African-Americans in (Specifically but not limited to) the Southern United States. Griffin had the opportunity to go to university and the theatre and all the finer things in life. He had a big house and a cushy job in the sub... Arrogant Attitude of Griffin's Black Like Me Essay -- Black Like Me Ess In The South John Howard Griffin’s chronicled experiences as a black man in his book, â€Å"Black Like Me† is an arrogant if well meaning book. It is arrogant because a 28 day experiment does not compare to the years (especially when learning right from wrong) of prolonged discrimination and racism suffered by African-Americans in the southern United States during the 1950’s. Consider being treated not as a 2nd class citizen, but as a 10th class citizen. Consider being in front of a washroom, but to be told it is for whites only and that you must go to the other side of town to use a â€Å"coloured† washroom. Consider not being allowed to do something just because a white man told you not to. Consider doing menial labor your entire life, even though you have a university education. Consider being an African-American. Those are just some of the hardships that African-Americans in (Specifically but not limited to) the Southern United States. Griffin had the opportunity to go to university and the theatre and all the finer things in life. He had a big house and a cushy job in the sub...

Moral Value Novel Back to the Dreamtime

NOVEL: BACK TO THE DREAMTIME Based on the story â€Å"Back to the dreamtime† the relationship of two main characters which I choose is Richard and his adoptive brothers, Tom. Richard father was an aboriginal descent, and he died when Richard was two year old. This proof from page 7, said Richard â€Å"my father was an aboriginal and he died when I was two year old.They very close relationship because they in same age and Tom are more elder then Richard, this can be proof on page 23 from the conversation between tom and Richard â€Å"that what older brothers are for† said by tom jokingly, yeah only just a bit older said Richard â€Å"two months to be exact† from this we know that, tom is older than Richard two month, but there are not brother with blood relation. Richard is adoptive children in Tom family and from Aboriginal family. Then, parent Tom is Joe and Sonya and have only one sister, Judy.This family is happiness family because parent Tom take care and lo ve Richard same with their children. Tom and Richard very close because always share sadness and happiness together. We can see in chapter 1, Tom ask Richard about problem Richard and plan Richard after study. They study in the same school. Every day they went to school together. Proof from page 6, â€Å"come on now, let go, or we will be late for school†. Richard, Tom and Judy also usually play together in weekend and they favorite sport is cricket .They always cooperation to become good teachers in cricket to their sister, Judy. They also together to clean up the attic together that ask from their father. They very respect their father and not protest when their ask father to clean up attic and that time, they in start to play cricket together with their sibling. In chapter 2, although they think cannot to finish their job that day because very mess that attic to clean up, the steady to clean up and accept opinion Judy. Tom also close with Richard friend, they always hang o ut together.They usually hang out at their favorite place that just down the road and sat near the edge of the cliff. This proof from page 14, tom and Bradley left the school grounds secretly to go to their favourite place just down the road, but still close enough for the school bell to be heard. They also enjoy with watching the surfers battling the waves and coming off second best. In chapter 3, they discuss about camp at Alice Spring at that place. In chapter 5 also, they have hang out at the railway tracks.They discuss about planning to go Alice Spring and Bradley planning to follow together and they agree with that because Bratley and his father usually go to explore. Tom also responsible brother, in chapter 5, Richard and their parent need go to Alice Spring to solve problem about carver, Tjurunga. That time, with feel responsible ,he ask Richard to follow go to Alice Spring together because he know Richard not go that place to holiday but have serious matter. He as brother f eel responsible to take care and help their brother.For example Tom wanted to come along with Richard to go to Alice Spring to help Richard find more information about his aboriginal life. Although Tom has no connection with Richard’s life but he is willing to sacrifice his break time and not going for holiday to come along with Richard. He know when together ,their parent and Richard will a lot better . He only give reason to go take great photos at that place. Tom also easy to suitable with Richard environment that from aboriginal. In chapter 6, they meet Mr. Aranda to ask about carver, Tjurunga and Mr.Aranda invite to go their house to rest and eat. Although first meet, they start to close with Mr. Aranda because he so nice and ready to help . In chapter 6, they go Hermannsburg Mission to meet Mr. Urandangi to solve their problem about carver, Tjurunga. That place over forty years ago not have guest from white people and Tom and Bradley is first after that. Although they c an suitable with that condition and have some time they see villagers always see they with strange sight. As conclusion, Tom and Richard so close and always take care together as like friend.Although Richard only adoptive children, their family still consider Richard like son and Tom still take care about Richard same he take care their sister Judy. In addition, Tom is a good friend for his brother Richard. For example, when Richard look so confused, Tom come to give Richard some advice such as Tom told Richard that not to give up. Then, Richard must face up to who you really are and he has to come to terms with his new world. Richard also must to be a strong person. So, this advice make Richard feel happy.

Gender Differences in the Personality Development of Adolescents

GENDER DIFFERENCES IN THE PERSONALITY DEVELOPMENT OF ADOLESCENTS BELONGING TO DIFFERENT PARENTING STYLES S. Sravanthi And Dr. M. Sarada Devi The present study was designed to investigate the gender differences in the personality development of adolescents belonging to different parenting styles. The sample comprised of 180 adolescents (60 democratic, 60 permissive and 60 authoritarian parents and their children who comprised of equal number of boys and girls). MAP Series (Teenage Form) covering 20 dimensions was used for data collection.The results revealed that boys belonging to democratic parenting style had high personality development in all the dimensions followed by permissive parenting style. Adolescents belonging to authoritarian parents had low scores on personality development than the adolescents with democratic and permissive parents. INTRODUCTION: Parenting is a complex activity that includes many specific behaviours that work individually and together to influence the c hild outcomes.Parents occupy the most important place in the perceptual world of the child (Eisenberg 1996). Parenting is the most rewarding work of adult life. ————————————————- Parenting styles are broad categories that can overlap, shift, mix and change overtime. Often discipline is considered as essential for the growth and development of the child, Parental discipline is very essential for building healthy personality of the child.The patterns of socialization used by parents influence the child’s personality. *S. Sravanthi (M. Sc) Student, Department of Human Development and Family Studies, College of Home Science, ANGRAU, Saifabad, Hyderabad **Dr. M. Sarada Devi Associate professor, Department of Human Development and Family Studies, College of Home Science, ANGRAU, Saifabad, Hyderabad The term personality is derived from Latin word â€Å"persona† whic h means, â€Å"mask†.Personality is the dynamic organization within the individual of those psychophysical systems that determine his characteristic behaviour and thought. Adolescents are extremely personality conscious and highly motivated to improve them. Diana Baumarind (1983) has classified the techniques of disciplining in three fold scheme and the research focused on three of them 1) Authoritarian 2) Authoritative/Democratic and 3) Permissive.The research indicates that authoritative parenting is associated with increase in attitudinal and behavioural indicators of academic orientation during adolescents, including greater engagement in classroom activities, higher educational aspirations and more positive feelings about school compared to adolescents from permissive and authoritarian parenting style (MaccobyEE 1996). METHODOLOGY Sample: The sample comprised of one hundred and eighty adolescents including equal number of boys and girls from three parenting styles i. e. democratic, permissive and authoritarian. The sample drawn was randomly selected from different high schools of Hyderabad city. Tools Used: In order to find out the gender differences in personality development, MAP series (Teenage Form) consisting of 20 personality dimensions was used covering (adaptability, academic achievement, boldness, competition creativity, enthusiasm, excitability, general ability, guilt proneness, individualism, innovation, leadership, maturity, mental health, morality, self-control, sensitivity, self-sufficiency, social warmth and tension).To find out the different parenting styles adopted by the parents, parenting interactional style questionnaire developed by Vivekan Reddy (1996) was used. Procedure: Along with the Parenting Interactional Style Questionnaire self developed proforma to collect the general information was administered to the sample after collecting the data, it was scored and analyzed statistically using means, S. D and ‘Z’ va lues yielding the following results. RESULTS AND DISCUSSION The present investigation was undertaken with the objective of studying gender differences in the personality development of adolescents belonging to different parenting styles.Table: 1 Gender differences in personality dimensions of adolescents under democratic parenting style. S. No. | Personality Dimensions| Boys| Girls | ‘Z’ Value| | | Mean| S. D| Mean| S. D. | | 1| Adaptability| 8. 3667| 2. 1573| 8. 0333| 1. 5421| 0. 8848 NS| 2| Academic Achievement | 9. 1667| 1. 7036| 8. 3333| 1. 6470| 1. 9592 NS| 3| Boldness| 9. 1667| 2. 3647| 9. 0000| 2. 0844| 0. 2945 NS| 4| Competition| 7. 9000| 2. 5778| 6. 6333| 2. 3265| 2. 6485**| 5| Creativity| 8. 5333| 1. 6965| 7. 9667| 2. 7353| 1. 2334 NS| 6| Enthusiasm| 7. 1333| 2. 2242| 8. 2333| 1. 8511| 2. 3086*| 7| Excitability| 8. 000| 1. 4288| 6. 9667| 1. 8473| 0. 9699 NS| 8| General Ability| 9. 6000| 2. 6471| 8. 8000| 2. 7089| 1. 1767 NS| 9| Guilt Proneness| 7. 7667| 0. 585 4| 7. 9667| 2. 0424| 0. 3854 NS| 10| Individualism| 9. 2000| 2. 0578| 6. 3333| 1. 9911| 4. 9936** | 11| Innovation| 8. 1667| 2. 6403| 6. 8667| 2. 5560| 0. 0666**| 12| Leadership| 10. 1667| 2. 0525| 8. 8000| 2. 3253| 3. 8302 **| 13| Maturity| 9. 1000| 2. 4403| 9. 5000| 1. 8892| 0. 7221 NS| 14| Mental Health| 8. 7333| 2. 3479| 8. 6000| 2. 0443| 0. 5865 NS| 15| Morality| 8. 9333| 2. 1485| 9. 1667| 2. 1348| 0. 3629 NS| 16| Self-control| 8. 2000| 1. 7695| 8. 7333| 1. 954| 0. 7101 **| 17| Sensitivity| 6. 7000| 1. 6432| 7. 3667| 2. 2358| 1. 3385 NS| 18| Self-Sufficiency| 8. 2000| 2. 0745| 7. 6000| 2. 0611| 0. 4042 NS| 19| Social warmth| 8. 6333| 1. 7515| 9. 1667| 2. 1348| 0. 0649 NS| 20| Tension| 5. 7667| 1. 6333| 6. 3667| 2. 0424| 1. 2781 NS| | Total| 163. 3667| 8. 5439| 158. 2667| 11. 4649| 1. 9666*| NS: Not significant Adolescent boys had high mean scores on personality development compared to girls belonging to democratic parenting style. It was evident from the table-1 that adolescent boys had high mean scores on almost all the dimensions of personality development.This might be due to the fact that boys were given more opportunities by the parents for their development compared to girls. It might also be due to the gender role socialization practices used by the parents as boys to be assertive, independent and self-controlled in nature. This might also be influenced by the high parental expectations towards boys as they are the future breadwinners of the family. Adolescent girls had scored high on few personality dimensions such as maturity, morality, enthusiasm and social warmth.This might be due to the traditional society set up that girls are more matured than those of boys in the same age group and are better able to take care of the household activities. Boys of democratic parents had better personality development compared to girls of the same parenting styles. This might be due to the fact that parents had provided more opportunities for boys compared to girls from the same group. Table-2: Gender differences in personality dimensions under permissive parenting style S. No. | Personality Dimensions| Boys| Girls | ‘Z’ Value| | | Mean| S. D| Mean| S. D. | | | Adaptability| 6. 7000| 2. 2614| 6. 0333| 1. 9025| 1. 2567 NS| 2| Academic Achievement | 5. 3735| 1. 7367| 6. 9333| 1. 7604| 3. 4543**| 3| Boldness| 9. 0333| 2. 3560| 8. 9667| 2. 7728| 0. 2890 NS| 4| Competition| 7. 2000| 3. 0103| 6. 3667| 1. 9384| 0. 8297 NS| 5| Creativity| 8. 9333| 1. 9106| 7. 8667| 2. 4877| 1. 6140 NS| 6| Enthusiasm| 7. 9000| 2. 4262| 5. 8667| 2. 0965| 4. 8871**| 7| Excitability| 8. 5000| 1. 8892| 6. 7333| 2. 2733| 3. 4582**| 8| General Ability| 7. 4000| 3. 6446| 6. 8333| 2. 6008| 0. 7051 NS| 9| Guilt Proneness| 7. 7667| 1. 8323| 7. 8333| 3. 2065| 0. 1006 NS| 10| Individualism| 9. 333| 1. 6750| 8. 3667| 1. 8096| 1. 9580 NS| 11| Innovation| 8. 2000| 1. 9722| 6. 4333| 1. 7157| 2. 3007*| 12| Leadership| 8. 1333| 2. 1292| 7. 9333| 1. 6595| 1. 6901 NS| 13| Maturity| 6. 2667| 2. 0833| 8. 3000| 2. 3947| 3. 5687**| 14| Mental Health| 8. 3000| 1. 9853| 6. 7667 | 2. 2846| 2. 6355**| 15| Morality| 8. 0000| 1. 8383| 9. 1333| 2. 1930| 2. 3070*| 16| Self-control| 7. 7000| 1. 8965| 6. 4000| 1. 4288| 4. 4091**| 17| Sensitivity| 8. 5000| 2. 0129| 9. 8667| 1. 8889| 2. 8000*| 18| Self-Sufficiency| 7. 6333| 2. 0745| 7. 4333| 2. 4023| 4. 3297**| 19| Social warmth| 7. 3667| 3. 784| 7. 8667| 2. 1292| 2. 4020*| 20| Tension| 5. 8333| 2. 9371| 7. 7667| 2. 5688| 2. 7602**| | Total| 160. 5667| 17. 1096| 147. 7333| 9. 3521| 3. 6521**| Ns: Not significant Adolescent boys belonging to permissive parenting style had high mean scores on personality development compared to girls. It was evident from the results that adolescent boys had high mean scores on almost all the personality dimensions such as adaptability, boldness, competition, creativity, enthusiasm, excitability, general ability, individualism, leadership, innovation, mental health, self-control an d self sufficiency.This might be due to the fact that parents aspire that the boys should study regularly and get good marks, go far higher studies because the cultural stereotype of male gender role as breadwinner persists in the country. Hence it was clear that personality development of adolescent boys was better compared to girls. Adolescent girls scored high on few personality dimensions such as academic achievement, guilt proneness, morality, maturity, sensitivity, social warmth and tension. This might be due to the fact that girls are good at verbal skills and thinking.It can also be due to the fact that girls are more emotional and empathetic in nature and good at interaction with others compared to boys. It had not shown significant difference between boys and girls with regard to rest of the dimensions such as adaptability, competition, creativity, general ability, guilt proneness, individualism and leadership. Table -3: Gender differences in personality dimensions under A uthoritarian parenting style S. No. | Personality Dimensions| Boys| Girls | ‘Z’ Value| | | Mean| S. D| Mean| S. D. | | 1| Adaptability| 6. 1333| 2. 0634| 7. 6333| 1. 9911| 4. 1677**| 2| Academic Achievement | 6. 2333| 1. 4667| 5. 333| 1. 8286| 2. 2312*| 3| Boldness| 8. 8333| 3. 0522| 5. 5333| 1. 2794| 6. 2634**| 4| Competition| 6. 8667| 2. 1292| 5. 6000| 1. 7340| 2. 5698*| 5| Creativity| 6. 1000| 2. 3540| 7. 5667| 2. 6741| 2. 2935 *| 6| Enthusiasm| 7. 0423| 2. 1930| 5. 0333| 2. 1891| 2. 1353*| 7| Excitability| 7. 4333| 1. 9420| 6. 9667| 1. 9737| 3. 1265**| 8| General Ability| 6. 4667| 2. 7099| 7. 1333| 1. 9429| 0. 2785 NS| 9| Guilt Proneness| 6. 6000| 2. 5134| 7. 5333| 1. 8520| 1. 6654 NS| 10| Individualism| 6. 9333| 2. 2427| 5. 4333| 1. 7357| 2. 9466**| 11| Innovation| 7. 1000| 2. 6438| 5. 4333| 2. 2234| 2. 6878**| 12| Leadership| 6. 8333| 1. 286| 5. 6667| 1. 7876| 4. 8019**| 13| Maturity| 6. 8667| 1. 5698| 7. 3000| 2. 5617| 0. 8035 NS| 14| Mental Health| 8. 2333| 2. 0 957| 5. 9667| 2. 5391| 4. 4567**| 15| Morality| 6. 6667| 1. 7876| 7. 2667| 2. 5722| 1. 0671 NS| 16| Self-control| 8. 0333| 3. 1784| 6. 1000| 1. 4937| 3. 0668**| 17| Sensitivity| 6. 8333| 2. 2118| 5. 9333| 2. 0500| 1. 2284 NS| 18| Self-Sufficiency| 6. 9333| 2. 2118| 5. 9333| 2. 0500| 1. 2284 NS| 19| Social warmth| 8. 5000| 2. 7133| 8. 6672 | 2. 2642| 1. 5108 NS| 20| Tension| 8. 3667| 2. 0424| 10. 3667| 1. 4735| 4. 4241**| | Total| 151. 1333| 12. 2072| 134. 2333| 7. 9903| 6. 4199**| NS: Not significantAdolescent’s boys had high mean scores on personality development compared to girls from authoritarian parenting style. It was evident from the results that adolescent boys had high mean scores with reference to almost all the dimensions of personality development such as academic achievement, boldness, competition, enthusiasm, excitability, individualism, innovation, leadership, mental health; self-control, sensitivity and tension. Hence it was revealed that personality developme nt of adolescent boys was better than those of girls. This might be due to the parental expectations and aspirations on adolescents that differ on both genders.It might also be due to the roles taken up by adolescents in household activities such as girls taking care of cleaning, cooking where as boys going out for buying groceries and paying the bills and technical work etc. Adolescent girls had scored high on few dimensions such as adaptability, creativity, maturity, morality sensitivity, social warmth and tension. This might be due to the result of gender role socialization practices such as girls are trained to become good home markers and they are quick in absorbing the models from their parents compared to boys.Both boys and girls were on par in personality dimensions such as general ability and guilt proneness as there was no significant difference found between the two genders. The present findings are in line with the study conducted by Chowdhary et al. (1995), which reveal ed that girls required more support from their parent’s, and their needs were more as compared to boys. In a study on parent’s gender differentiated socialization practices concluded that, parents do indeed reinforce gender-typed behaviour such as play, activity, and toy choices (Maccoby & Jacklin 1974).FINDINGS AND CONCLUSION Significant differences were noticed in personality development of adolescent boys and girls belonging to different parenting styles. Boys belonging to democratic parents had better personality development compared to girls. Where as the adolescents belonging to authoritarian parenting style had low personality development than the adolescents of democratic and permissive parenting styles. On the whole it was evident that democratic parenting style was found to have significant positive influence on personality development of the adolescents.Hence from the results it was clear that democratic parenting style was best-suggested to develop personal ity development among the adolescents. Bibliography Baumrind D 1967 Child care practices anticipating patterns of pre-school behaviour. Genetic psychology monographs 75 : 43-88. Chowdhary, Aparijitha, Muni and Kumari A 1995 Roles of parental support in Childrens, need satisfaction and academic achievement. Journal of Community Guidance and Research 12 (2) : 135-144. Maccoby E E and Martin J A 1996 Socialization in the context of the family, Parent child interaction, Newyork, Handbook of psychology. Ed 4th Edition 1-101.

What Is Mental Health Essays

What Is Mental Health Essays What Is Mental Health Paper What Is Mental Health Paper Mental health is a state of well-being in which a person understands his or her own abilities, can cope with the normal stresses of life, can work productively and fruitfully and is able to make a contribution to his or her community. Both physical and mental health are the result of a complex interplay between many individual and environmental factors, including: * family history of illness and disease/genetics * lifestyle and health behaviours (e. g. , smoking, exercise, substance use) * levels of personal and workplace stress * exposure to toxins  * exposure to trauma * personal life circumstances and history * access to supports (e. g. , timely healthcare, social supports) * coping skills When the demands placed on someone exceed their resources and coping abilities, their mental health will be negatively affected. Two examples of common demands are: i) working long hours under difficult circumstances, and ii) caring for a chronically ill relative. Economic hardship, unemployment, underemployment and poverty also have the potential to harm mental health. What is mental illness? Mental illness is a recognized, medically diagnosable illness that results in the significant impairment of an individuals cognitive, affective or relational abilities. Mental disorders result from biological, developmental and/or psychosocial factors and can be managed using approaches comparable to those applied to physical disease (i. e. , prevention, diagnosis, treatment and rehabilitation). What is psychological safety and health? The Canadian Oxford Dictionary defines psychological as of, relating to, affecting, or arising in the mind. The concept of psychological safety involves preventing injury to the mental well-being of workers. A psychologically safe and healthy workplace is one that promotes workers mental well-being and does not harm employee mental health through negligent, reckless or intentional ways. For example, a psychologically safe workplace would be free of excessive fear or chronic anxiety. What is the difference between a mentally healthy workplace and a psychologically healthy workplace? Nothing psychologically healthy workplaces and mentally healthy workplaces both describe the same high-functioning, respectful and productive workplace. The term psychologically healthy workplace is often used when talking about preventing psychological injuries (e. g. stress-related emotional conditions resulting from real or imagined threats or injuries). The term mentally healthy workplace is often used within the context of mental health promotion and is viewed as a strategy used to reduce risk factors for developing mental illness. How do psychosocial risk factors in the workplace affect employee health? Workplaces have traditionally looked at workplace health from a strictly occupational health and safety perspective. To have a complete or comprehensive approach, workplaces should also consider measures that may impact the mental health of worker. There is strong evidence that certain features of the workplace can affect employees mental and physical health. These factors include demoralization, depressed mood, anxiety, burnout, etc. These factors increase the likelihood that an individual will experience increased stress, which in turn increases the likelihood of developing or worsening a mental disorder. Psychological health problems can range widely, from mild psychological difficulties such as low mood, sleep difficulties, or excessive worry to severe psychological disorders such as schizophrenia, bipolar disorder, or severe depression. Because milder psychological health problems are far more common in the workplace, they account for a larger percentage of the negative impacts on employees and employers. Mental distress that has not reached the level of a diagnosable mental disorder can still be a source of considerable suffering. It is possible that workplace factors may increase the likelihood of the occurrence of a mental disorder, make an existing disorder worse, and impede effective treatment and rehabilitation. On the other hand, a supportive work environment can reduce the onset, severity, impact and duration of a mental health disorder. See the OSH Answers Mental Health Psychosocial Risk Factors in the Workplace for more information.

Aphrodite the Greek Love Goddess

Aphrodite the Greek Love Goddess Aphrodite was the Greek goddess of love and beauty. She was the most beautiful of the goddesses but was married to the ugliest of the gods, the limp smithy Hephaestus. Aphrodite had many affairs with men, both human and divine, resulting in many children, including Eros, Anteros, Hymenaios, and Aeneas. Aglaea (Splendor), Euphrosyne (Mirth), and Thalia (Good Cheer), known collectively as The Graces, followed in the retinue of Aphrodite. The Birth of Aphrodite In one story of her birth, Aphrodite is said to have sprung from the foam that resulted from the severed testicles of Uranus. In another version of her birth, Aphrodite is said to be the daughter of Zeus and Dione. Cyprus and Cythera are claimed as her birthplace. The Origin of Aphrodite It is thought that the fertility goddess of the Near East was imported to Cyprus during the Mycenaean Era. Aphrodites main cult centers in Greece were in Cythera and Corinth. Aphrodite in the Trojan War Aphrodite is perhaps best known for her role in the Trojan War, especially, an event preceding it: the Judgment of Paris. Arrayed with the Trojans, during the Trojan War, as described in The Iliad, she received a wound, talked with Helen, and helped protect her favorite warriors. Aphrodite in Rome The Roman goddess Venus is thought of as the Roman equivalent of Aphrodite. Gods and Goddesses Index Pronunciation: \ËÅ'a-frÉ™-ˈdÄ «-tÄ“\ Also Known As:  Venus