Female Sexualization in Magazines

Female Sexualization in Magazines Over the past three decades, contemporary women’s magazines have significantly increased their sexual content, offering frank advice about sex and relationships (Kim Ward, 2004). The message it sends across is prizing sexually assertive women. Thus, it gives the readers instructions on aggressive ways to attract men and to be able to fulfill their own sexual desires (Durham, 1996). One particular magazine is Cosmopolitan magazine which is known for being racy, intended for the â€Å"fun, fearless female†(Streitmatter, 2004). Sexual agency and desire is highly promoted to young women. Likewise, the stereotypical male sexual role is described as being primarily sexual and out of control. In Cosmopolitan, much of women’s sexual agency and aggressiveness happens within the context of a relationship (Durham, 1996). Walsh-Childers et al. (2002) commented that in some adult-focused magazines, sex is presented as a fun, casual and risk-free activity. A noticeable lack o f emphasis on sexual health, contraceptives and STD prevention is observed (Kim Ward, 2004). Me’nard Kleinplatz (2008) comment that in the magazines, although there is a strong emphasis for female readers to be sexually active and be in the service of men (Durham, 1996), they are cautioned not to be too overtly sexual. They are encouraged to dress and interact with men in a way that promotes sexual desirability but are discouraged from showing desire themselves (Durham 1996, 1998; Garner et al. 1998). These magazines, then, can be seen as part of a ‘cultural apparatus that purports to assist women to be heterosexually attractive, to be coy, alluring, â€Å"sexy,† and flirtatious, in order to â€Å"find true love† and to â€Å"catch a man,† and then to maintain his interest’ (Overall, 1999, p. 298). On the other hand, men’s sexuality is promoted to be aggressive, animalistic, insatiable, urgent and uncontrollable (Firminger 2006; Garner et al. 1998; Ward 2003). The concept of â€Å"great sex† is depicted in three women’s magazines, namely Cosmopolitan, Glamour and Self (Duran Prusank, 1997) as only occurring in the context of an intimate, caring and long-term heterosexual relationship. These magazines teach sexual techniques such as sensual touching, sexual positions, forbidden games, etc. to enhance sexual and erotic intimacy in those relationships. Duran Prusank (1997) also contend that great sex involves uncontrollable chemical or magical elements while it is ongoing. Me’nard Kleinplatz (2008) observe that in popular adult-focused magazines the subject of sexual techniques was predominant. In every issue, a wide variety of information about new and exciting sexual techniques or on improvements that can be made to old familiar ones in order to achieve â€Å"great sex† is available. Readers are provided with information on how to kiss, touch, perform oral or manual sex and several orgasm-inducing sexual intercourse positions. Sexualities of men and women have been compared in contemporary magazines. Discourses have emphasized that male sexuality is driven by a strong biological ‘need’ for coital sex, and have identified this as the ‘male sexual drive’ (Weeks, 1986; Hollway, 1989). As opposed to female sexuality, male sexuality is emphasized with sexual prowess and prime importance is given to the penis, erection and orgasm (Kilmartin, 1999; Tiefer, 1995). On the other hand, female sexuality has been characterized as passive, responsive to the needs of their male partners’ sexual needs and associated with reproduction. Although their sexual needs come from the same biological drive, women are less easily aroused than men and are more emotional during sex (Jackson, 1984). Farvid Braun (2006) conclude that contemporary adult-focused magazines are ‘obsessed with male sexuality’. It was a central focus in accounts of female sexuality which is mostly oriented toward the fulfillment of men’s sexual pleasure. The magazines depicted men in contradictory positions – one, as the target of women’s desires and the other, as a source of much stress, anxiety and even trauma for women (Farvid Braun, 2006). This positions men as having much power over women because of the great emotions they elicit in a wide spectrum. When women’s magazines invite male authorities to offer their insights and experiences to the women readers, it becomes a portal for women to understand men better. Men’s perspectives help women by guiding them on how to behave, dress and engage in sexual practices in accordance to how men prefer. In a significant way, it guides women to understand their male partners better and learn ways to please the m. Mass media’s dominant representation of women is that they exist for men’s satisfaction of their sexual fantasies (Wood, 1994). Cleo and Cosmopolitan magazines encourage women to be as ‘sexual’ as they can be, making them available to satisfy men’s sexual fantasies and desires. Although being able to provide sexual satisfaction for men may be a source of pleasure and power for women, it also reflects that women are reliant on men for their own self-image and power (Machin Thornborrow, 2003). Thus, repeatedly reading articles on how to give pleasure to men may promote women’s insecure sexuality (Farvid Braun, 2006). The message of contemporary women’s magazine is that society may condone men’s inappropriate sexual behaviour. The stronger sexual drive of men have made them conclude that the penis is ‘extrinsic to the self’ (Kilmartin, 1999, p.180) and can have a ‘mind of its own’ (Hollway, 1989). Shifting the responsibility of certain sexual indiscretions such as infidelity or cheating on their spouses/partners on the penis makes it an unfair and shallow justification. Potts (2001) commented that such distinction of the penis as the culprit constitutes a ‘hegemonic masculine subjectivity’ where ‘men tend to distance themselves from the [sexual] behaviours of their bodies’ and thus ‘they may also exonerate themselves from responsibility in sexual matters’ (p.154), including inappropriate, risky, or even coercive sexual practices. Sex is promoted as a way to keep a man interested in a woman enough to stay in a relationship. Farvid Braun (2006) observe in Cleo and Cosmopolitan magazines that the ability of some women to provide great sex to men is essential in fulfilling not only men’s sexual needs but women’s relational needs as well. Cleo magazine advocates women to leave an impression where it counts†¦ in bed. It contends that men love women who are not only good in bed but enjoy it too, and it leaves men craving for more. A memorable sexual performance of a woman is depicted as more important than her personality in terms of keeping a man interested. Another message that comes across is that while men can enjoy sex anytime they want, women need to work on sex in competing with other women their men have had sex with or with potential sex partners. This implies that although great sex can be a deterrent against infidelity, it also means that since men have strong sexual drives, that they are potential cheaters (Farvid Braun, 2006). That is why women should gain expertise in the sexual pleasing of their men so that they will not find a need to ‘stray’. On the other hand, women are not characterized as having strong sex drives and if they cheat, it is pictured in more severe ways, within more elaborate and negative scenarios. Women’s infidelity is more condemnable and less forgivable than men’s infidelity. Blame is assigned to the woman and is not likely caused by sexual or relational shortcomings of the partner she cheated. Another gender difference in infidelity is that women are seen as victims of their male partner’s cheating, but men are seen as seekers of revenge for being cheated on by a female partner (Farvid Braun, 2006). Cheating is still considered always ‘wrong’ despite the seemingly loose morals propagated in the magazines and monogamous heterosexual relationships are promoted as central to the identity and well-being of women (Farvid Braun, 2006). Increased Sexualization in Popular Modern Music Genres Heavy metal music, described as the overtly violent and sexually explicit segments of rock and roll music (Lynxwiler, 1988) earned the wrath of Parents Music Resource Center (PMRC) and targeted a media campaign against it (Gore, 1987). The organization portrayed heavy metal music as dangerous to young minds because it emphasized the use of drugs, encouraged adolescent sex, endorsed sexist/ pornographic values, instrumental in delivering occult messages and caused violent, lawless behavior (Markson, 1990). Such claims created much controversy that it received national attention when Congressional hearings were held to determine if indeed heavy metal albums and other forms of popular music must be evaluated for their influence in proliferation of â€Å"porn-rock† in the United States (Gray, 1989). The hearings did not produce great changes however, more and more organizations concerned with â€Å"child victims† such as conservative parental, religious and feminist groups pushed for the regulation of heavy metal music (Bayles, 1994). Still others began their own uprising against rap music (Binder, 1993). Jones (1997) claims, that as a matter of definition, rap and hip-hop music are often used interchangeably. However, Powell (1991) defined hip-hop as the beat of the music and rap as the narrative representation, the talking over the beat. Hence, the use of explicit violence and sexual lyrics may be blamed down to rap. Powell (1991) described â€Å"commercial rap† as hip hop or dance rap. Hardcore rap, or gangster rap is the one that raises much controversy. Researchers have suggested that hip hop and rap music, rooted in Black culture can be tools through which Black youth may negotiate their identities to develop an authentic Black identity (Clay, 2003). They see the music as reflective of their lives and to assert that music relates to empowerment, cultural connection and positive identity development (Sullivan, 2003; Berry, 1994). Critics of hip hop and rap, however, have argued that Black youth may be very susceptible to the influences of hip hop role models who promise money, power and status to men who show disrespect for women (Squires, Kohn-Wood, Chavous Carter, 2006). Mahiri and Conner’s (2003) ethnographic study of African American middle school students manifested resistance in the negative images emanating from rap and hiphop. This study suggested the use of rap and hiphop images related to social and gender roles as a point of reference from which participants could verbally evaluate, compare and contrast their own beliefs and attitudes. Adolescents in the study of Squires, Kohn-Wood, Chavous Carter (2006) believed that certain women can be â€Å"nasty† and may â€Å"choose† to be abused, and that abusive men may be products of their environment. Still, they showed dissatisfaction with the representations of Black men and women in hip hop. Their criticisms revolved around women’s individual behavior and style and how outsiders might stereotype Black men as thugs for emulating hiphop fashion. Such perceptions of gender roles based on hiphop seemed to extend to the participants’ evaluations of women’s and men’s responsibility and choices with regards to real world sexual aggression and violence (Squires, Kohn-Wood, Chavous Carter, 2006) The problematic aspects of rap music is usually focused on its most acrimonious strain which is gangsta rap. Narratives in such strain are extremely troubling in their glamorization of violence,, materialism, misogyny and sexual transgression (Mahiri Conner, 2003). However, Dyson (1996) argued that the vulgarity expressed in gangsta rap are strongly linked to dominate cultural constructions of â€Å"the other’ and market-driven strategies for rampant economic and human exploitation. Therefore, Dyson noted, the debate about gangsta rap should be situated in a much broader critique of how these narratives essentially mirror ancient stereotypes of Black identity and sexual proclivity throughthe society’s circulation of â€Å"brutal images of black men as sexual outlaws and black females as â€Å"ho’s† (1996, p. 178) Feminists argue that popular media contributes to coerciveness and sexual assault toward women as seen by the dominant presence of violence against women in all forms of media (Linz Malamuth, 1993). Adolescents have been resorting to popular entertainment for information about sex, drugs, alcohol and violence (Kaiser Family Foundation, 1999). Their preference for the more popular and accessible music videos has provides them with such information. Analysis of Music Television (MTV) has shown that men appeared nearly twice as often as women and engaged in significantly more aggressive, dominant behavior and women were shown as engaging in more implicitly sexual and subservient behavior. They were depicted to be frequent objects of explicit, implicit and aggressive advances by men (Sommers-Flanagan, Sommers-Flanagan, Davis, 1993). It is usual for women in these videos to be used as decorative objects, and only a few videos show men and women are treated equally (Vincent, Davis Borus zkowski, 1987). One study of media and sexuality revealed that exposure to MTV among college females was the most powerful predictor of sexual permissiveness (Strouse Buerkel-Rothfuss, 1987). Likewise, in video games, a more sexist orientation and graphic violence against women is getting prevalent. Overall, content in various media such as television, video games, music videos communicates that women are to be objectified, sexualized, dominated, assaulted and even killed (Bretthauer, Zimmerman Banning, 2006).

Harley Davidson – Organizational Behavior

Harley History Harley Davidson was seen in America as a company that produced motorcycles with â€Å"raw power. † The company was founded by Arthur and Walter Davidson and William Harley in 1903. In 1918, Harley Davidson had become the largest motorcycle producing company in the world. Their production totaled 28,000 motorcycles. Production continued to increase with the onset of World War II and the military use of Harley’s motorcycles. The mystique of the product had a tough sense to it with famous actors such as James Dean and Marlin Brando sporting the bikes.After World War II, foreign competitors became interested in the motorcycle market. Japanese competitors entered the market in 1959; Harley Davidson executives did nothing to counter the advance of the competition. Harley Davidson’s share of the industry began dropping while Japanese competitors introduced high quality products. The confidence in Harley’s reputation was causing the firm’s ma rket share to decline steadily. AMF Years Harley Davidson lacked resources to finance new products and designs to expand their production. They were taken over by AMF, a heavy-industrial conglomerate.At this time there was high demand for motorcycles in the U. S. The AMF team thought that they would be able to sell anything they produced, even without taking quality into consideration. After the take over, production was increased drastically at the cost of the quality of the product. AMF began spending large amounts of money on Harley’s manufacturing plants. Production increased from 15,475 units in 1969 to 70,000 units in 1973 due to these new expenditures on capital. To make things worse for Harley, the Japanese firm Honda introduced the â€Å"Goldwing. This was the first introduction of a foreign â€Å"heavy weight† motorcycle that would directly compete with Harley’s market share. With Harley Davidson’s share of the heavyweight market beginning to d ecrease, the quality of their products also decreased because they were becoming outdated compared to the new advanced Japanese products. Vaughn Beals was brought into the picture by Harley executives to lead the firm. Vaughn Beals Saves the Day Vaughn Beals’ ideals were different than those of AMF its top management. It became clear that AMF did not have the same amount of concern for Harley’s success as Beals, so AMF began looking for a buyer.With Harley Davidson’s profitability down, Beals and some other Harley Davidson managers orchestrated a highly leveraged buyout. This large amount of debt for the buyout forced Harley Davidson’s managers to adopt a new strategy: survival. Vaughn Beals realized that his firm needed to change to become a more competitive force within the motorcycle industry. Change Many things at Harley Davidson were going wrong. The motorcycles were being made at a low level of quality and the focus was too much driven by quantity r ather than quality. The organization was formed around the traditional top thinks and everybody acts.It was very apparent that if nothing changed, Harley Davidson’s reputation would be forever tarnished due to low quality products. Forces for Change: Competition (chapter 19) Competition for business is changing. Competitors can come from across the ocean or from across town. For Vaughn Beals, his main force for change was the Japanese competition that was continuing to decrease Harley Davidson’s share of the market. He realized that something had to be done. While visiting the Honda plant, he learned many things that the Japanese did better than Harley Davidson. The differences between Harley Davidson and Honda were striking. For example, only 5 percent of Honda’s motorcycles failed to pass final quality inspection; over 50 percent of Harley’s failed during the same test† (Buller & Schuler 2006). Job Design Instead of allowing manufacturers to keep producing the products at a high pace, with little attention to quality, Beals and his top management wanted to change the way the elements in an employees job was organized. Harley Davidson initiated this new job design through the productivity triad. The Productivity TriadAfter the visit, Beals and his team realized the only way to compete with the very effective management of the Japanese was to improve the quality of their product and the production process that was necessary to produce it. The productivity triad was based on Japanese methods of manufacturing and production. â€Å"This new approach involved (a) employee involvement, (b) use of JIT inventory practices, and (c) statistical operator control (SOC). Organizational Structure (chapter 16) To improve the quality of Harley Davidson’s motorcycles, a complete change of the organizations structure was necessary.Job tasks would be divided, grouped, and coordinated much differently under the productivity triad. To cha nge the structure, Beals and his management introduced many new aspects to the employee’s average day at work. Employee Involvement (chapter 7) Harley Davidson executives realized that using the input of employees would increase their commitment to the much-needed new success of Harley Davidson. They â€Å"reasoned that full participation of employees at all levels was the key to successful improvement of both the product quality and the production process† (Buller & Schuler 2006).Job Characteristics Model Harley Davidson uses 3 out of 5 of the characteristics in the model developed by J. Richard Hackman. This model proposes that any job can be described in terms of these core dimensions. Autonomy (chapter 7) Since the line workers were more knowledgeable about what techniques would work and not work in the production process, they were encouraged to make decisions about the production process. This provided a substantial amount of freedom in determining the procedures to be carried out for producing the product. Skill Variety (chapter 7)Instead of just relying on the line workers to construct the product, Beals and his team wanted to make sure that the motorcycles were going to be of a much higher quality than in the past. To avoid catastrophes, such as oil leaking onto a showroom floor, â€Å"top management reasoned that training and empowering employees to measure quality and recommend change was essential for improvement† (Buller & Schuler 2006). Using the Statistical Operator Control method, employees could now see how problems developed and how they could fix them during the production process.Task Identity (chapter 7) The same employees that were measuring the products for quality issues were also manufacturing the product. This would allow the employee to really become part of his/her product. It would also allow for a more efficient method of production. Creating a Learning Organization Learning Organization (chapter 19) To have a continuous ability to adapt and change would allow Harley Davidson to keep up with the competition and provide its employees with the knowledge to continue to produce quality products.In the 1990’s, Harley Davidson â€Å"began emphasizing organizational and individual learning at all levels through a program it termed the Leadership Institute† (Buller & Schuler 2006). The organization took on a strong belief that anyone could learn more. The traditional top thinks and everyone else acts was merged into thinking and acting in all jobs. Along with all this learning, the firm began to change many core aspects of its operations. New Design Options To help Harley Davidson compete more effectively, top management began to mphasize teamwork at all levels. This would allow for easy information sharing and constant learning throughout the organization. To enhance the effectiveness of teams, Harley Davidson wanted to break down any barriers that would prevent employees from sha ring information, developing new ideas, or catching current production problems. To do this, they needed to get away from the traditional roles that employees and managers play. Team Structure (chapter 16) Harley Davidson eliminated the positions of senior vice president in marketing and operations.They observed that these jobs did not add any value to the motorcycles. A create demand team, a team that was in charge of producing the products, and a product support team were introduced to help employees. Instead of having to approach one top manager for help and get sent to another department to solve the problem, Harley executives realized these teams would be more efficient. Boundaryless Organization (chapter 16) For all of these new changes to actually work, executives in a sense had to let employees become their own managers.To make the changes the most effective, Harley Davidson eliminated the chain of command, allowed the employees to have limitless spans of control, and replac ed departments with empowered teams. Types of Teams Self Managed Work Teams (chapter 10) Harley-Davidson employees were put into work teams and encouraged to participate in the decision making process because they knew better than management what worked and what did not. Because the productivity triad emphasized employee involvement so much, the logical way to form teams would be to allow the members to make most decisions. Types of TrainingMost of the training that the employees would go through when they sought new knowledge was technical based. They would be taught about any aspect of the firm they felt would benefit production or quality. Technical Training (chapter 18) At Harley-Davidson top management saw that as technology became a larger part of the production process their employees needed to have better training to be able to operate productively. Also, after benchmarking itself against Japanese competitors Harley-Davidson saw that learning about all fields within the orga nization would benefit everyone.This led to the invention of the â€Å"Leadership Institute†, which encouraged employees to seek out training when they needed it. They wanted to create a program that would allow employees to have the opportunity to do a quality job every time. This included learning more about the theories behind the latest technologies and learning about related fields. Since Harley-Davidson was now using empowered teams to make important decisions throughout the organization, each team member needed to have a good handle on technical aspects involved with their responsibilities. CultureWith all of these changes underway, Harley Davidson began to develop its own sense of internal culture that became a system of shared meaning held by the employees. The productivity triad and the Learning Institute both helped pave the way for a unique new culture at Harley Davidson. Organizational Culture (chapter 17) It is not hard to assume that with such drastic changes i n an organization’s structure, there could be changes in the culture as well. Since employees were allowed to make a lot more of their own decisions and management was not seen as so much of an authority, gaining knowledge in the organization became more of a choice. An employee must make the decision that he or she wants more training – no one will tap you on the shoulder – but once you are there, we will help you† (Buller & Schuler 2006). The executive committee wanted to heavily emphasize that they too had much to learn. This became the norm for employees and managers throughout the firm. A willingness to learn about all fields within the production of a motorcycle was seen as a very desirable trait within Harley Davidson.This would improve the quality of the product because increased knowledge about different aspects of the motorcycle, which were perhaps previously unknown organization wide, would now be put to use. Core Values (chapter 17) The primary or dominant values that were accepted throughout the Learning Institute included the work itself, the supporting systems, and how the work was done. Employees were encouraged to master all the skills necessary to do a quality job every time. To uphold the idea of constant learning, they were expected to learn more of the theories behind the latest technologies of one’s job.To emphasize the boundaryless aspect, employees were expected to branch out and learn the related fields of work around them. Each employee should also have a high degree of knowledge about how the motorcycle works and how it can be improved. If they have a good handle on how the motorcycle operates and how to fix it, this could drastically improve customer relations. Since employees became empowered to make decisions for the production process, they were also expected to take responsibility for their product.If there was a quality problem in their product, it was up to them to figure out how to solve it. Having an open mind was important too. An employee was expected to always be looking for new things to learn about improving their work. There were no strict guidelines that employees had to stick to when it came to brainstorming ideas. Creativity and experimentation were encouraged. Conflict Functional (chapter 15) Since Harley Davidson’s new culture involved a lot of participation and independent learning, there were a lot of different opinions from different employees.This would be a good amount of conflict that would avoid groupthink and promote creativity. Process (chapter 15) After production quality began to increase, the idea of over seas production had come up. There was a lot of debate about whether or not Harley should produce motorcycles abroad, or just increase domestic production for export. Some of the employees thought that the overseas manufacturing of Harley Davidson motorcycles was inconsistent with â€Å"buying a piece of the American Dream† (Buller & Schuler 2006). The international market for Harley Davidson is growing.The firm has subsidiaries across the globe in countries such as: Germany, Japan, and the United Kingdom. The German subsidiary also serves Austria, France, Denmark, the Czech Republic, Hungary, and Poland. Germany, Japan, Canada, and Australia represent the firm’s largest export markets. It is very apparent that Harley Davidson is known worldwide. Europe holds the world’s largest heavyweight motorcycle market and is â€Å"expected to become the next battleground for heavyweight motorcycles† (Buller & Schuler 2006). Rewarding EmployeesTo increase motivation and work performance, Harley Davidson really wanted their employees to understand empowerment. They rewarded them with power and of course pay. Participative Management (chapter 7) At Harley-Davidson top management realized that the employee needed to be utilized as a resource for ideas on how production of motorcycles should work. Harle y-Davidson also realized that there were un-needed positions at the corporate level of the company â€Å"We eliminated those jobs because they didn’t add value to our products. The people were auditors.They were checkers† (Buller & Schuler 2006). This led to the company eliminating the Senior Vice President in Marketing and Operations position among other positions. These positions did not add value to the product. Instead of having these jobs, employees were put into teams and were encouraged to use their own expertise in the decision making process. Harley-Davidson wanted their employees to become more like managers and to not feel the need to ask someone above them on how to do things. This is a key tool for increasing job satisfaction and motivation.Merit Based Pay (chapter 7) Another new program that Harley-Davidson began was a pay for performance pay system. Harley-Davidson wanted their employees to understand empowerment, so they encouraged their employees to le arn as much as they could about the company. This would improve quality, which would allow a general wage increase to take place. Task Groups (chapter 9) When Harley-Davidson created these teams it meant that employees had more power in their own decisions. Many of the teams specialized in one aspect of production, so they had very specific tasks.After the teams were created, these teams would make decisions on production instead of higher ups in the company, â€Å"Before Harley established teams, people would go up to one boss and that boss would go over to another boss and he would go to still another boss. And we wondered why the Japanese beat us on the issue of time† (Buller & Schuler 2006). Conclusion Harley Davidson’s market share began to dramatically increase in the late 1980’s and early 1990’s. The structural and cultural change that Vaughn Beals and Harley executives imagined truly did save the firm. Harley Davidson motorcycles today are seen as very high quality machines.They have become a symbol of status and lifestyle in today’s society. Observing how much customization a consumer can request for his/her bike reflects the creative aspect of the firm’s internal culture. Harley continues to exemplify individuality through its production process and large amount of die hard followers. Contributions to the project: Jared and Scott wrote the paper; everyone did their part for the power point. References: Buller & Schuler. (2006). Managing organizations and people. U. S. : Thomson South Western. Judge, J. A. , & Robbins, S. P. (2008). Organizational behavior (13th edition). New Jersey: Prentice Hall.

The New Angle On Sports Essay Topics Just Released

The New Angle On Sports Essay Topics Just Released The Battle Over Sports Essay Topics and How to Win It Introduction Sports are termed as any bodily or mental activity that is mostly done during leisure time and includes a high degree of entertainment involving an awareness of competition. Language ought to be easy and clear. People today take part in various sports for various factors. Different types of Sports Sports can be broadly categorized dependent on the location or area where it's being played. The Number One Question You Must Ask for Sports Essay Topics When it has to do with sports, picking a topic can be an enjoyable undertaking or it may be a nightmare waiting to occur. Another issue you must take into account is the degree of research it's possible to conduct within the established deadline. There are lots of topics that could be explored utilizing this resource it can help you to get the most interesting one for you. Don't be fearful of the old-fashioned interface what distracts other students provides you a special and valuable resource! It is extremely easy to play in role in protecting youth sports in the usa. Now the state of sports in India has become changed and it is now the fantastic field to find popularity and success. At exactly the same time, there are students who are interested in sports but aren't fantastic writers. The business related to sports ought to be under the realms of the government of the nation. Using Sports Essay Topics On the opposing side, acquiring a list of good persuasive essay topics is insufficient. It's important to understand that essay topics are just basic ideas that leave you pondering an idea that might be a huge deal to another person. Selecting a topic is a vital issue that partly estimates final success of the job. Still, figuring out the very best topic for your essay isn't your only concern for a student. Selecting the correct topic for a persuasive speech may be not such an easy issue to do as it might seem. At a specific point, you will have to compose an essay utilizing satire essay topics. Thanks to the correct selection of presentation style and a thorough understanding of the goals you need to attain in your essay, there are plenty of categories essay themes may be broken into. Persuasive essays are a really good method to encourage the reader to check at a particular topic in a different light. What the In-Crowd Won't Tell You About Sports Essay Topics Persuasive essays are one form of essay which can be easily applied to the subject of sports. Pick a topic which you're really interested in and one that you truly believe. You have to remember that sports argumentative essay topics should be critiqued. Below you can come across several quite excellent topics for essays of different kinds. You could be requested to approach a sports essay from an assortment of perspectives. Sports research paper topics cover a wide variety of fields. There are several persuasive essay topics to select from to finish your high school or college assignment. There are various topics that you're able to select, and making certain that the perfect one is selected is critical. There are scores and scores of jobs linked to sports out there on the market, and if a person feels that sports are better for his career, he should choose sports in his studies, and it'll get him a great job. An exact personal debate as people would like to have the sport they played to be thought to be the most athletic. Another reason for pursuing such sports is that there's a great deal of fame and money involved inside them. There is an extensive selection of sports which cater for a substantial number of spectators. By the time children get to the age of twelve, they might have been engaged in youth spo rts for around eight years allowing them to get a strong foundation of motivation. Protecting youth sports, so that they're readily available, is the ideal thing for our kids and is the ideal way to make sure that we're empowering future generations with important life abilities. They have been shown to raise the age of first sexual intercourse and athletes are far less-likely to get pregnant. Some folks argue about sports more than anything else, which could be considered crazy considering all the larger problems on the planet.

The Rwanda Genocide - 808 Words

April 7, 1994 marked the beginning of one hundred days of massacre that left over 800,000 thousand dead and Rwanda divided by a scare that to this day they are trying to heal. The source of this internal struggle can be traced back to the segregation and favoritism established by Belgium when they received Rwanda after the signing of the Treaty of Versailles in 1918. At the time the Rwandan population was 14% Tutsi, 1%Twa, and 85% Hutus; the Belgian’s showed preferential treatment to the Tutsi, who were seen as socially elite, by giving them access to higher educations and better employment. This treatment causes the uprising of the Hutus in 1959 overthrowing the Tutsi government forcing many to flee the country, sparking even greater resentment between the two ethic groups. Without the interference and preferential treatment by the Belgian’s this atrocity could have likely been avoided. When Belgium took control of Rwanda in 1916 the Hutu’s and the Tutsi’s had a slight differentiation of the ethnic groups, the Hutu’s were farmers and the Tutsi’s were cattle herders. Though they both spoke the same language and had similar traditions. The Tutsi were seen as a higher class of people, only because it took more money to buy cattle, but it was possible to have upward movement in society through changes in jobs or through intermarriage (Jones). This slight separation was drastically increased when the Belgian’s saw the Tutsi’s as a superior race allowing them far moreShow MoreRelatedRwanda Genocide892 Words   |  4 Pages November 12, 2013 MAHG 5028 Religion and Genocide: Rittner Conversation Starter #12 Rwandan Genocide The Angels Have Left Us by Hugh McCullum, discusses the African tragedy that took place in Rwanda, which resulted in the murder of over one million victims. The Rwanda genocide was between two groups, the Hutu and the Tutsi. Hutu were considered to be the natives and indigenous to the land, where Tutsi were considered to be the non-native settlers who were non indigenous. ThroughRead MoreThe Genocide Of Rwanda Genocide2044 Words   |  9 Pages It is estimated and recorded that, the 1994 Rwanda genocide, resulted to over 800,000 to a million deaths of the Tutsis that where brutally eliminated and murdered. This figure includes men, women and children who constitute three-quarter of the entire Tutsi population and 20% of Rwanda population at large. Rwanda Genocide generated a lot of criticism especially the role of France, the lip service attitude that resulted to the late intervention of the international community after the endRead MoreThe Genocide in Rwanda 1001 Words   |  5 PagesPaul Kagame, the President of Rwanda, once quoted that, â€Å"When we are unified, working together, no challenge is insurmountable† (Arnlaugsdottir). His quote holds meaning and truth as within the past twenty years, Rwanda has worked miraculously to rebuild and reunite the country that was left disheveled by social conflict and genocide. There are many factors that have contributed to the reconstruction of Rwanda, including international assistance, gacaca courts and International Criminal TribunalRead MoreThe Genocide Of The Rwanda Essay2065 Words   |  9 Pages In 1994, Rwanda was a situation of hatred and revenge tailored by European influence that mixed together to form the recipe for Genocide. Classical control of third world nations and exploitation by the west is nothing new. In Africa, the direction of the government is often manipulated by countries that have had historical control over them. The Genocide of Rwanda was a transfer of position that placed the Hutu people in a seat of power over the former rulers, which were the Tutsis elite. ThisRead MoreThe Genocide Of Rwanda s Genocide1624 Words   |  7 PagesThe Genocide in Rwanda INTRODUCTION Genocides happen when ethnic divisions become apparent. Many times, these ethnic divisions were due to colonization from people of different race. These cases are especially true in Africa when Europeans colonized their territory, with clear racial divisions between them (Gavin). These genocides go on because of nations acting on ignorance and refusing to help out the nations in turmoil, allowing the genocides to continue, without wasting their own resources.Read MoreThe Rwanda Genocide Essay1113 Words   |  5 Pagesthe characteristics of the Rwanda Genocide and the Jewish Holocaust. The Rwanda Genocide targeted the Tutsis because of their ethnicity, while the Holocaust targeted the Jews because of their ethnicity and religion. To really understand the Rwandan Genocide and the Final Solution, one must understand the background of the two exterminated peoples. The Tutsis are an ethnic group that resides in the African Great Lakes region. During the Europeans settlements in Rwanda, the colonists need an identifierRead MoreThe Holocaust And The Rwanda Genocide1629 Words   |  7 PagesThe mind of a survivor of genocide can be various, violent, confused, or blank, it can scar the mind indefinitely or not. Not only are the conductors of the kill-spree are scary, but even the victims can be just as terrifying. Two examples of genocide are the Holocaust and the Rwanda Genocide, both of which gives off long ranges of psychological effects on the mind of those who survive. Survivors struggle through the tragic events with the hope they would soon find and be with their loved ones. SoRead MoreChristianity and Genocide in Rwanda800 Words   |  4 Pages Christianity and Genocide in Rwanda by Timothy Longman discusse s the roles of the churches in Rwanda and how their influence might have been able to alter the outcome of the genocide. He discusses the rise of Juvenal Habyarimana in politics with his Catholic background, church and state relations, and obedience to political authority. His slogan â€Å"Peace, Unity, and Development† were his political plans for Rwanda. On April 6, 1994, president Juvenal Habyarimana’s plane was shot down marking the beginningRead MoreHistory Of Rwanda And The Genocide1579 Words   |  7 PagesHISTORY OF RWANDA AND THE GENOCIDE It is believed that the Hutu and the Tutsi were originally one community who shared some value culture and even religion until the colonialist announced their arrival. Rwanda has experienced a disturbing and prolonged cycle of violent conflict since 1959. The conflict which has been characteristically political and socio-economic in nature has played out mainly on the basis of ethnicity and regionalism. It was first German and Belgium colonialism that createdRead MoreGenocide in Rwanda Essay1910 Words   |  8 PagesGenocide is â€Å"the deliberate and systematic destruction of a racial, ethnic, political, or cultural group†. In Rwanda for example, the Hutu-led government embraced a new program that called for the country’s Hutu people to murder anyone that was a Tutsi (Gourevitch, 6). This new policy of one ethnic group (Hutu) that was called upon to murder another ethnic group (Tutsi) occurred during April through June of 1994 and resulted in the genocide of approxi mately 800,000 innocent people that even included