Globalization has a major impact on youth baseball players because baseball is becoming more of a global event. Globally, baseball has a huge influence on the identities of youth both positively and negatively because baseball is one of the fastest growing sports around the world. More kids are finding interest in playing this interactive sport. Therefore, it is important to analyze the significance baseball can have on the identities of children. It is imperative to see how children progress into adults because baseball consumes a majority of young athletes’ lives. Frank Smoll and et al., from the department of psychology at the University of Washington at Seattle, state that a little over 20 million kids in the U.S. are involved in recreational sports each year (602). Therefore, it is critical to understand the relationship between baseball and the identity formation in adolescents in the United States of America.
Douglas Kleiber and Linda Caldwell, professors of Recreation and Leisure Studies at the University of Georgia, and Susan Shaw, director of women studies at Oregon State, declare that the central problem for a child is trying to find one’s self and place in life. Moreover, adolescents have to go through rapid transformations because teenagers begin to think like and become mature adults (246). Kleiber, Caldwell, and Shaw make a fine point because youth have a multitude of challenges and uncertainty ahead of them. Sports can have a critical impact on how male children perceive their positions on teams. Although the game of baseball can be argued to be detrimental to American male youth baseball players, this sport has a valuable, gainful impact on male youth and their identities because baseball provides youth time to reflect on their roles in society, to improve on necessary skills important to society, and to give them valuable experience for the challenging future as adults.
Kleiber, Caldwell, and Shaw emphasize that there is a helpful impact on the roles of male youth in society on American youth baseball players because baseball offers tough occurrences for assessing abilities and viewpoints. The tough occurrences help the transitioning process from childhood to adulthood (247). These tough situations for youth are critically important, especially for males. The fewer the opportunities to play baseball, the harder it is for the male athletes to find the right identities and their correct roles in life. Without those opportunities, male youth will not be able to expand on the skills like leadership, responsibility, and communication that are requirements to being active, successful young adults.
Smoll and et al. assert that baseball gives adolescents the chance to work with coaches and teammates where male youth get plenty of beneficial advice, opinions, and viewpoints that provide constructive influences on identities (602). It is vital that male athletes be in environments where they can receive many opinions because the advice leads to better well-rounded athletes. Therefore, the advice helps adolescents develop and expand into well-formed young adults. Baseball allows youth to have fun, exciting moments with teammates who have many viewpoints, a fact that can open up completely new opportunities and enlightening experiences. The opinions and advice from teammates and coaches changes teenagers’ perceptions about the challenges they face, teenagers’ opinions about friends and families around them, and teenagers’ views on how they fit in with different groups of people.
The most crucial resource male youth have when playing baseball is the coach because only the coach knows how the players transform into well-rounded individuals as the season progresses. Smoll and et al. acknowledge that the coach is the essential adult role model for male athletes because the coach gives valuable advice. Also, the coach gives teaching and training that helps the kids build up attributes that are beneficial to the team (602). Smoll’s belief matters because the parents and the coaches can give encouraging feedback, but it is only the coach who can help improve the players’ skills through team practices. Only the coaches see how much the players improve from beginning to end. By having coaches, male youth have huge advantages in their lives. The young athletes will receive plenty of instruction for improving abilities important to being young adults in evolving communities. Male athletes improve their abilities with the step by step help from coaches. Kids can improve upon abilities with or without coach figures in their lives, but how kids reach their final destinations to adulthood varies. There are many successful ways for youth to become adults. Baseball instruction is just one of those important ways.
Overall, baseball has an affirmative impact globally because baseball leads all teenage players in the right direction to becoming successful adults, but young people located all around the world play baseball for different motives. Baseball not only is established in the U.S., but it is also prevalent in other countries. Baseball can inspire young athletes to develop skills and perspectives that assist them in the identity process. So, it is central to see if young athletes are motivated differently in different countries where baseball is an important part of kids’ daily lives. Jin H. Yan, from the Department of Kinesiology at South China Normal University, and Penny McCullagh, professor of Sport Psychology at the California State University at Hayward, report that youth in China are generally involved in activities that give them opportunities to solve problems, to meet people, and to maintain good health. American youth take part in teams to search for ways to develop and build upon skills. Yan and McCullagh respond that this difference in motivation may be due to different family influences, differences in quality of life, and differences in government styles (386-387). Yan and McCullagh’s findings are imperative for adults to understand the transforming identities of teenagers because young people have a large number of opportunities and challenges in front of them. Young people in China and in the U.S. need to know who they are and where they are going. So, they can make wise decisions in their daily lives at school, at baseball practice, in the community, at home, and wherever they go. Chinese and American youth are influenced on the baseball field in different ways, but it is important to point out there are similarities between the youth of these countries. When kids play baseball, they do not know how big an impact it really has on their lives. Kids are able to see how to work together with teammates they do not always like. In baseball, kids see more responsibility. For example, there is an increase in responsibility when the coach asks a kid to pitch five strong innings, or when the coach asks a kid to play a position that a kid does not like. Without even knowing what impact or influence baseball has, male youth in China and in the U.S. on the baseball diamond are finding and exploring ways to becoming active adults in their communities.
Baseball has an encouraging impact on children’s developmental stages into adulthood in the U.S. but how kids are motivated to play baseball greatly varies between cultures in the United States. Yan and McCullagh declare that American born Chinese (ABC) youth are a part of two cultures, Chinese and Western. Therefore, the behavior and motivation to play baseball should be similar between American Born Chinese and American youth because of the Western influences on both groups. However, research shows that ABC youth are more willing to play baseball in order to see many places, to use facilities, and to have valuable experiences with friends (387). The motives across cultures are significant to identify. If people realize that there is a cultural impact on the motivation of teenagers to play baseball, then sports can provide teenagers with opportunities and challenges that assist the many citizens in teenagers’ cities in different countries. ABC and American youth may have different motivations, but the opportunities and challenges of baseball help undeveloped athletes to experience and to learn what it is like to be a valuable, positive part of a group or a team. Teenage athletes from different cultures in the U.S. will fit right in with the rest of their friends and family if the athletes take time to develop, discover, and interconnect their talents and roles with their family, teammates, and community members.
Baseball has a gainful impact on male children in the U.S., but baseball has its negatives because males may use baseball as incentive to prove themselves as aggressive, stereotypical men making it challenging for the adolescents to find their niches to face daily obstacles. Kleiber, Caldwell, and Shaw confirm that baseball offers males with opportunities to explore possible alternatives and identities to find their unique roles. However, Kleiber, Caldwell, and Shaw contend that baseball strengthens the typical male gender role of aggression. A young person today has the idea that being a man means being tough (250). The youth baseball players in the U.S. feel like they have to verify their manliness by playing baseball. The young players have the abilities to use baseball as a way for them to discover their talents and responsibilities they have to their teammates, coaches, and parents. It is essential to be aware of the problems that baseball is having on today’s youth. When youth use little time to explore different talents and roles significant to being a part of a group, then youth will find it extremely difficult to find their identities at the local level. Thus, it will be challenging for emergent youth to contribute to groups or teams and to grasp the responsibilities of being mature adults at the societal level.
Baseball has a hopeful future in the U.S. for adolescents because the baseball field is a supportive environment that allows teammates and coaches to work together to help teenagers grow in abilities that are important to winning games and to their local areas. Smoll and et al. claim that environments where youth get significant time to work with older adults and peers are important for youth to find their true selves. The interactive environments are important because the environments give teenagers valuable input that encourages kids to keep improving on basic skills. The beneficial input allows adolescents to reflect critically on how they can contribute to a team or a group of people in their schools or communities with the talents adolescents possess (602). Smoll’s findings are fundamental to understand the significance feedback from a coach can have on a player’s individuality. It is vital to realize how players view themselves on teams. With little time to interact with peers and coaches, young athletes may feel left out. The interactions with peers and coaches help and aid the growing adolescents to feel comfortable as young individuals taking their positions on and off the playing field.
Male youth are provoked to perform in activities for many reasons, but the result for male athletes all across the globe is largely an advantageous experience that enlightens young boys of their unique gifts. Baseball is a sport for children to discover their individual positions in the field and in their cities. Teenage years are difficult for young athletes. These years include experimentation, development, and exploration. Kleiber, Caldwell, and Shaw assert that activities characterize the intermediate stages of childhood to adulthood for teenagers, a fact which provides youth solid foundations for turning into healthy adults (247). Therefore, settings of learning and experimenting are essentially helpful for children not only in the U.S. but also in other countries. All people have unique roles for interconnecting with friends, groups, and families in their local environments, even the emerging adolescents.
Thursday, May 27, 2010
Wednesday, May 26, 2010
Me, Piano, and God
I have been playing piano ever since I was seven years old. The sounds of this magnificent instrument are like none no other. Every time I sit down and play, it is like magic. I cannot stop. I believe everyone has purpose in life, and I believe I was called and brought to this earth to play piano for the joy of others and for the joy of God. One of the ways I develop my relationship with God is by piano. God gave me this wonderful gift and I am truly grateful for it. Playing and writing music is my special talent that no one can take away from me. Every time I play the song, "Blessed be Your Name," I feel filled with the holy spirit and just start to play louder and louder until I fill the entire room with such amazing notes. When I start to play, "He is Exalted," I have this feeling of wanting to praise God forever and ever. I feel God's Almighty presence hovering over me when I sit down at the piano bench and begin to play. It is such an awesome experience for me. Every time I write notes, I feel like God is leading me and telling me what should go next. I play piano almost every day because this time is my quality, unrushed time with God. It is a time for me and God to hang out and chill for an hour, thirty minutes, or even five minutes. I play piano to worship God in hope to share the wonderful news of Jesus Christ with others when they hear my music. I want to bring happiness and joy to people's faces when they hear the sounds of what I have to offer. God has spoken to me, and He has told me that He wants me to continue playing piano no matter what for the rest of my life to reach out and touch the lives of those that are hurting and need saving. Now, music is something I enjoy deeply, but it is not something that is in my career path. I play piano because I want to play. I play for inspiration for myself and for others. I write music to develop my identity, to spend time with God, and to influence and to help others around me. Piano is my destiny. God has plans for everybody. God specifically chose me to play and write piano so that I can plant the seed in my school, in my neighborhood, in Burnsville, in Minnesota, in the United States, and in the world. God has given me a calling and that calling is the piano. God gives me a voice and lets me speak confidently and boldly through the keys of a piano. That is probably why God made me a shy person. He made me shy so that I would be able to do his will through music and writing. Piano for me is setting aside unhurried time each week to sit at Jesus' feet. Johann Sebastian Bach once said, "The aim and final end of all music should be none other than the glory of God and the refreshment of the soul." Music is so wonderful. I could not imagine a world without it. Music is a universal language. It is a powerful connection between all mankind. When I play, I play for the glory of God. I could just sit at Jesus' feet and play piano forever. Piano is my soul. I am not sure if there will be a piano in heaven or not, but I know there will be music. I will rejoice and send praises to the Lord always. Piano is not about how many songs I can memorize, how many pieces I learn, or how many compositions I write. Piano is about having a deep, spiritual connection with Jesus on an intimate, friendly level. Playing the piano over all these years has helped me grow and develop in my walk with Jesus. At the end of the day, it is not about accomplishment, achievement, or how much you get done. It is about relationship.
Tuesday, May 25, 2010
Never Say Never: Conquering the Impossible
Once upon a time there was a boy named Philip Stubbs who lived in Burnsville, Minnesota. Ever since hes was an elementary student, he played soccer. Soccer was what he was passionate about. Every single year in the fall, he would play soccer on a Burnsville team. When he was sixteen years old, he was put on one of the best soccer teams in the league. His team won all his games in the regular season, except for one. His team worked really hard at every single practice, and at every single game. They deserved to be in first place at the end of the season.
On a cold, Saturday October day, his team had a playoff game. This would decide which teams would go to the championship on Sunday afternoon. His team was sure that they could win because they were playing the last place team. However, they still had to play with as much intensity as if it was any other game. Philip's team jumped out to an early 3-0 lead at halftime, and ended up winning the game, 4-2. Philip was so excited because he was really looking forward to the championship game. Later that day, his soccer coach called him and his team to tell them that they have made it to the championship game against the second place team tomorrow at 2:00.
That night, Philip had a hard time sleeping. He was too excited for the game tomorrow, but he had a good night sleep anyways. He woke up energized and ready to play. He jumped out of bed and ate a good, healthy breakfast. It seemed like forever until the game would start. It felt like time was getting slower and slower. He could not wait another minute. After he ate spaghetti for lunch, he got ready for the soccer game. Once he was ready, he was off on his way. He left his house and headed towards the field where his team would play their championship game. He entered the park and entered into a whole new world. He experienced a whole new beginning when he set foot out of the car.
When he arrived at the field, he met up with his teammates. Then, they began to get ready for the game. Philip's teammates were there to make sure he was ready to play. They stretched, warmed up on the field, and focused their energy towards the big game. While they were on the sidelines waiting for the game to start, their coach told the team the strategy to beat the opponent. The coach made sure everyone on the team could play their positions and work to his plan. Both teams went on the field to play. The referee blew his whistle, and the game started. When Philip entered the field, the game started, and there was a new beginning in him. He was fully focused on soccer and nothing else. He must conquer the odds no matter how much they are against him and his team. The game will be tough, but he musht remain strong.
The game got off to a rough start for Philip's team. The opposition was tough. Philip's team could not get anything past their tough defense. Philip and his team faced some tough obstacles. The field was covered in mud and puddles. Besides, if that was not enough, the temperature was scorching hot. The opponent scored two quick goals. Then the game quickly became a wild struggle until the end of the first half. When halftime approached, both teams were really exhausted. Philip and his team were down three miserable goals by then. His team knew they had to win, but right now it looked like the game was over. The other team clearly made Philip and his team almost completely give up and turn back.
The second half was quickly on its way. It started off similar to the first half. Everyone was reenergized and focused from the short intermission. Except this time, Philip's team snuck two quick goals past the opponent. After that there was not much left of the game. Philip knew that too. He would do anything to help his team come back and win. Except, there was only five minutes left in the game. No one or nothing could appear out of nowhere to save the day now. It was almost too late for any miracle to happen. Within the last five minutes of the game, the opponent player touched the ball with his hand inside the penalty box. Philip's team received a free penalty kick. He was the one to take the game tying shot for his team. He was so nervous. The penalty box was darkness. It was feared by many. He made it, the game was still alive, but if he missed it, the game would pretty much be over. He did make the shot in the bottom right corner to tie the game at three. The game was sent into overtime where no one scored, so there was a shootout. After everyone in front of Philip shot the ball, it was his turn. If he made it, his team would win. All the pressure was on him. He came up to the line, took a deep breath, and shot the ball. The ball went up into the corner and in. His team won the game and everyone cheered.
Philip knew no limits in this game. He did whatever it took to win, even if that meant taking the game to a shootout. He encouraged his teammates to keep going and not to give up. He even pushed himself through the tiring, hot day. He came home and rested after a long, successful game. He proved himself that nothing is impossible. No one believed him when he told them his team won because the odds were against him. His family believed him, and they celebrated. He gained so much confidence in himself as he played. He conquered the impossible.
On a cold, Saturday October day, his team had a playoff game. This would decide which teams would go to the championship on Sunday afternoon. His team was sure that they could win because they were playing the last place team. However, they still had to play with as much intensity as if it was any other game. Philip's team jumped out to an early 3-0 lead at halftime, and ended up winning the game, 4-2. Philip was so excited because he was really looking forward to the championship game. Later that day, his soccer coach called him and his team to tell them that they have made it to the championship game against the second place team tomorrow at 2:00.
That night, Philip had a hard time sleeping. He was too excited for the game tomorrow, but he had a good night sleep anyways. He woke up energized and ready to play. He jumped out of bed and ate a good, healthy breakfast. It seemed like forever until the game would start. It felt like time was getting slower and slower. He could not wait another minute. After he ate spaghetti for lunch, he got ready for the soccer game. Once he was ready, he was off on his way. He left his house and headed towards the field where his team would play their championship game. He entered the park and entered into a whole new world. He experienced a whole new beginning when he set foot out of the car.
When he arrived at the field, he met up with his teammates. Then, they began to get ready for the game. Philip's teammates were there to make sure he was ready to play. They stretched, warmed up on the field, and focused their energy towards the big game. While they were on the sidelines waiting for the game to start, their coach told the team the strategy to beat the opponent. The coach made sure everyone on the team could play their positions and work to his plan. Both teams went on the field to play. The referee blew his whistle, and the game started. When Philip entered the field, the game started, and there was a new beginning in him. He was fully focused on soccer and nothing else. He must conquer the odds no matter how much they are against him and his team. The game will be tough, but he musht remain strong.
The game got off to a rough start for Philip's team. The opposition was tough. Philip's team could not get anything past their tough defense. Philip and his team faced some tough obstacles. The field was covered in mud and puddles. Besides, if that was not enough, the temperature was scorching hot. The opponent scored two quick goals. Then the game quickly became a wild struggle until the end of the first half. When halftime approached, both teams were really exhausted. Philip and his team were down three miserable goals by then. His team knew they had to win, but right now it looked like the game was over. The other team clearly made Philip and his team almost completely give up and turn back.
The second half was quickly on its way. It started off similar to the first half. Everyone was reenergized and focused from the short intermission. Except this time, Philip's team snuck two quick goals past the opponent. After that there was not much left of the game. Philip knew that too. He would do anything to help his team come back and win. Except, there was only five minutes left in the game. No one or nothing could appear out of nowhere to save the day now. It was almost too late for any miracle to happen. Within the last five minutes of the game, the opponent player touched the ball with his hand inside the penalty box. Philip's team received a free penalty kick. He was the one to take the game tying shot for his team. He was so nervous. The penalty box was darkness. It was feared by many. He made it, the game was still alive, but if he missed it, the game would pretty much be over. He did make the shot in the bottom right corner to tie the game at three. The game was sent into overtime where no one scored, so there was a shootout. After everyone in front of Philip shot the ball, it was his turn. If he made it, his team would win. All the pressure was on him. He came up to the line, took a deep breath, and shot the ball. The ball went up into the corner and in. His team won the game and everyone cheered.
Philip knew no limits in this game. He did whatever it took to win, even if that meant taking the game to a shootout. He encouraged his teammates to keep going and not to give up. He even pushed himself through the tiring, hot day. He came home and rested after a long, successful game. He proved himself that nothing is impossible. No one believed him when he told them his team won because the odds were against him. His family believed him, and they celebrated. He gained so much confidence in himself as he played. He conquered the impossible.
Monday, May 24, 2010
El Próximo Paso: Dios, Familia, y Amigos
No sé mucho sobre mi futuro. Puedo adivinar, pero no estoy seguro exactamente. Mi personalidad puede decirme mucho sobre mi vida, especialmente mi vida en diez años, veinte años, o en cincuenta años. Mi futuro no es claro porque no tengo una idea en lo que yo quiero hacer con mi vida. Tengo muchas dudas pero en mi futuro, trabajaré para apoyar una familia, ayudaré a los demás en tiempos malos, y lograré mi sueño americano antes de morir.
Primero, trabajaré y estudiaré mucho para obtener una educación y recibir el trabajo de mis sueños. Antes de graduarme de la Universidad de Minnesota, habré estudiado por muchas horas para ser un escritor. Si una cosa representa mi personalidad, es un lápiz. Me gusta escribir mis opiniones y pensamientos. Por lo tanto, después de graduarme, tendré un título en periodismo. Planearé a trabajar en una compañía de un periódico como el Star Tribune. Dentro de veinte años, habré escrito por los Nueva York Times. Por eso, viviré en Nueva York en un apartamento con mi esposa y dos hijos. Visitaré a Minnesota a veces pero Nueva York será mi casa nueva donde yo inspiraré a muchas personas.
Una meta para mí es que ayudaré y cuidaré a otras personas. Soy una persona tímida pero muy cariñosa y bondadosa. Ayudaré a miembros de mi familia en tiempos económicos malos, amigos con autoestimas bajas, y extraños pobres. Más importante, quiero cuidar a los niños. Dentro de treinta años, mi familia y yo habremos establecido una organización en Nueva York para proveer un lugar para los niños donde ellos aprenderán habilidades básicas, jugarán en un ambiente seguro, y construirán confianza para el mundo real.
Antes de morir, habré logrado muchos de mis sueños, especialmente mi sueño americano. Proveeré para una familia cristiana en una casa apropiada. Por eso, familia y religión serán los valores más importantes de mi vida. Por eso, enseñaré los valores de cristianismo a mis hijos. Trabajaré mucho para inspirar otros y para Dios. Compondré y usaré música del piano como una manera para influir las mentes, actitudes, y conductas de muchas personas jóvenes. Por eso, en mi tiempo libre, planearé a enseñar el piano a los jóvenes. Mi familia y yo viajaremos a países en desarrollo y ciudades de los Estados Unidos como misioneros para ayudar las personas desafortunadas. Más importante, siempre apoyaré a mis hijos y esposa en todas las circunstancias.
Para concluir, perseguiré mis sueños. Mostraré la bondad a mi familia, extraños, amigos, y todo el mundo. Mi futuro empezará con una educación. Un trabajo y dinero será importante, pero viviré para otras personas. Materiales físicos no serán importantes. Tengo miedo, pero continuaré a inspirar e influir muchas personas con la ayuda de Dios, familia, y amigos.
Primero, trabajaré y estudiaré mucho para obtener una educación y recibir el trabajo de mis sueños. Antes de graduarme de la Universidad de Minnesota, habré estudiado por muchas horas para ser un escritor. Si una cosa representa mi personalidad, es un lápiz. Me gusta escribir mis opiniones y pensamientos. Por lo tanto, después de graduarme, tendré un título en periodismo. Planearé a trabajar en una compañía de un periódico como el Star Tribune. Dentro de veinte años, habré escrito por los Nueva York Times. Por eso, viviré en Nueva York en un apartamento con mi esposa y dos hijos. Visitaré a Minnesota a veces pero Nueva York será mi casa nueva donde yo inspiraré a muchas personas.
Una meta para mí es que ayudaré y cuidaré a otras personas. Soy una persona tímida pero muy cariñosa y bondadosa. Ayudaré a miembros de mi familia en tiempos económicos malos, amigos con autoestimas bajas, y extraños pobres. Más importante, quiero cuidar a los niños. Dentro de treinta años, mi familia y yo habremos establecido una organización en Nueva York para proveer un lugar para los niños donde ellos aprenderán habilidades básicas, jugarán en un ambiente seguro, y construirán confianza para el mundo real.
Antes de morir, habré logrado muchos de mis sueños, especialmente mi sueño americano. Proveeré para una familia cristiana en una casa apropiada. Por eso, familia y religión serán los valores más importantes de mi vida. Por eso, enseñaré los valores de cristianismo a mis hijos. Trabajaré mucho para inspirar otros y para Dios. Compondré y usaré música del piano como una manera para influir las mentes, actitudes, y conductas de muchas personas jóvenes. Por eso, en mi tiempo libre, planearé a enseñar el piano a los jóvenes. Mi familia y yo viajaremos a países en desarrollo y ciudades de los Estados Unidos como misioneros para ayudar las personas desafortunadas. Más importante, siempre apoyaré a mis hijos y esposa en todas las circunstancias.
Para concluir, perseguiré mis sueños. Mostraré la bondad a mi familia, extraños, amigos, y todo el mundo. Mi futuro empezará con una educación. Un trabajo y dinero será importante, pero viviré para otras personas. Materiales físicos no serán importantes. Tengo miedo, pero continuaré a inspirar e influir muchas personas con la ayuda de Dios, familia, y amigos.
Rage Against Television: Sexual Content Affects Developing Minds of Innocent Adolescents
I strongly belief sexual content on television is having a negative impact on the minds of children and adolescents because children are learning by observing others around them, consequences of dangerous sexual behaviors are scarce in programming, and television harmfully acts as the main information center that deceives innocent children about the real world.
Exposure to sexual television negatively influences adolescents’ sexual attitudes because adolescents see many characters and actors as normal human beings behaving just like the young viewers. Scholars Somers and Tynan assert that the actions of children are caused by viewing slightly older people engaging in similar activities the young viewers engage in (16). The characters are usually just a few years older, so they are illustrated as good role models to many young television viewers. If young viewers see their role models on television engaging in sex, eventually, the viewers will want to be involved in the same activity. This role modeling effect is valid and a reason to highlight because adolescents are highly imitative. Children do not learn ideas on their own. Instead, they seek out different resources, like television, for knowledge and advice. To add to that, Bleakley et al. claim that this imitation can be referred to as the Social Cognitive Theory that proposes teenagers who view characters on television having a good time while engaging in sex will have a higher chance of copying the actions of the characters (444). Teenagers learn by mocking the behaviors they see. In order to clarify, if characters on sexual programs like Sex and the City and That 70s Show do not use condoms during casual sex, the young imitators will look up to their favorite characters and view sex as a safe, inconsequential behavior. Hence, this imitative lifestyle of children makes parenting a difficult task. Without the proper guidance from responsible adults watching with their children, television programming manipulates children into thinking characters on television represent real people in the real world. In reality, children are observing actors who receive paychecks to behave artificially in a make-believe world. Many programs do not distinguish or differentiate the real world and the artificial world within the shows. In other words, the children do not fully understand what they are viewing because they are not media literate.
Similarly, it is important to realize that sexual content not only portrays sexually active, imitative actors, but the programming also dangerously and harmfully portrays the idea that sex is a wonderful source of safe, casual fun that has no consequences. Rebecca Collins et al. assert that the viewing of sexual content can influence children’s ideas of what is considered standard and customary in society. Television manipulates children into thinking having sex is one of the most important activities in life, a fact which can trigger sexual intercourse at younger ages (281). The truth is that sex sells. The sex industry is a billion dollar industry mainly because of its media content that reinforces positive images about casual sex. Television is an uncertain medium that avoids informing about the dangers of exhibiting risky behaviors. According to researchers Escobar-Chaves et al., children who view a massive amount of television will form most of their values and ideas around a make-believe life and less around real world experiences. This belief demonstrates and illuminates the Cultivation Theory (304). To stress, this idea is important because television programming illustrates sex as a phenomenon that is important to everyday life by portraying sex as an essential passageway from childhood to adulthood. Consequently, the television is dangerously acting as the portal or passageway into society. Many programs do not make distinctions between what is real and what is made-up, a fact that is misperceiving many young adults about the realities of life and the realities of the world and its people.
Doubtlessly, adolescents watch significant amounts of sexual television daily, and this repetition of sexual viewing is negatively informing teens’ undeveloped, immature minds. According to scholars Escobar-Chaves et al. and the Media Practice Model, many children find ideas, values, and behaviors in television very helpful in creating their identities and making important decisions (304). This media model matters because for most teenagers, most of the information, beliefs, and attitudes about sex come from the mass media, especially television. According to the University of Michigan Health System, nearly seven out of ten programs that children and teenagers most commonly view have images or dialogue of sex. Moreover, there is two times the amount of sexual content on television today than the amount of sexual content twelve years ago (Boyse). Parents who do not monitor their kids’ viewing habits let children have more freedom and choices in what they expose themselves to. This lack of parenting is dangerous because popular culture in the mass media can be far better educators of children than teachers, parents, and peers can. In fact, according to Deborah A. Fisher et al., research scientists from the Pacific Institute for Research and Evaluation, assert that about two out of five children in the U.S. believe that the sexual content on television is a good representation of actual life and the people in real life (530). Today, children are making choices in the real world based on what they view from television. If television programming does not inform about the negatives of sex, as a consequence, expect teen pregnancy rates and sexually transmitted disease rates to increase, and expect a dull-downed, uninformed young audience in the future.
Not only does sexual television programming negatively influence children, but sexual advertising detrimentally impacts adolescents as well. Sexual appeal is a common advertising technique used by advertisers because they know one fact: sex appeal works. This kind of appeal works great with television because television is a highly visual medium. Sex would be harder to appeal to a radio audience, for example. Escobar-Chaves et al. state that commercials are powerful. Although, adolescents nowadays are more media literate than in the past and can pick out the simplistic messages about sexual behavior. As a result, many advertisers are turning to unorthodox methods like buzz advertising to reach younger audiences (305). It is critical to understand that sexual content does not have to have a direct, conscious impact on teens’ sexual attitudes; advertising is using sex appeal on the subconscious level when young people do not even realize what is happening around them. Advertisers are always looking for ways to make money, but the advertisers cannot control who views their messages, especially when the viewers are children. To recapitulate, advertising is used in television as a persuasion and information device, a fact which is affecting where adolescents are getting their knowledge about sex.
Indubitably, sex on television has increasingly shown up in programming geared toward younger audiences in ways that teach viewers that sex is a positive, acceptable behavior in society that warrants no negative attributes. Strikingly, Escobar-Chaves et al. respond that the dangers of sex and information about the harmful effects of this activity are only present in about one out of every 100 programs that portray sexual imagery (311). Television is a window to the exterior world for many children who are at the most critical stages in their lives. Sexual messages are being incorporated and established in the young brains of children, a fact that influences adolescence. Adolescence includes years of temptation, trial, development, and gaining experience. When adolescents view sexual content on television, they are viewing peers taking part in a healthy, enjoyable, completely safe casual sex that is cool and pleasurable. To amplify, Rebecca Collins et al. assert the statistic that approximately just 14% of all sexual television programming contains themes of appropriate, acceptable sexual behavior (281). Not only credible, but this statistic is highly valuable because many sexual messages convey the feeling that nothing can go wrong with unprotected sex before marriage with multiple partners. Therefore, it is important to start media literacy at a young age. This media literacy starts with parents telling their teenagers which behaviors are acceptable and which behaviors are not because television is definitely not going to be a parent any time soon.
In addition, sexual content on television attracts and destructively affects younger audiences because much of this programming contains core values of typical teenagers and many shows portray lifestyles of young people. Fisher et al. found that half of the programs that typical teenagers watch, like The Simpsons and King of the Hill, contain acts of sex, and three quarters of admired programs contain some sort of dialogue about sex (549). Sexual content is potentially dangerous to the minds of children because the massive amount of sexual content can impact children’s views to what is considered healthy and normal. The quantity of sexual content has increased significantly since the advent of television in the 1950s, especially in the last two decades. In fact, researchers Rebecca L. Collins et al. declare that sex shows up in almost two-thirds of all shows with a mean of about four to five sights of sex every sixty minutes (281). This redundancy of sexual imagery really drives home the message into adolescents’ intellect causing them to think that sex has much more meaning than everyday life does. The repetition of sex gives the misperception that sex will help children develop every day, a fact causing adolescents to experience sex at younger ages than in the past.
Assuredly, exposure to sexual content on television can potentially form children’s sexual attitudes because this medium is the main way naive, innocent children learn about the real world and certain acceptable actions or behaviors (good or bad). Bleakley et al. reason that young people do not have the direct knowledge and understanding of the concepts of sex, so many of them discover and draw conclusions about the topic of sex from different media. Bleakley et al. argue that since content on television can impact the values and feelings of adolescents, then the sexual content can impact on whether or not adolescents participate in sexual activities (445). Bleakley et al. make a valid point because if children do not have any positive or negative attitudes about sexual behavior, then they are more vulnerable to television messages. Subsequently, if parents do not teach their young ones which behaviors are acceptable and which are not, adolescents will have to make their own judgments by forming their views around what the programming portrays.
Some researchers such as Escobar-Chaves et al. reason that television acts as a “Super Peer” where television is the dominant place for teenagers to go to find information about the outside world and about habitual activities. The Super-Peer Theory argues that television has a commanding control on teaching and molding young people over the influences of friends, family, and schools (305). The Super-Peer Theory is significant to comprehend because there is more sexual content on television than ever before. Therefore, if children are exposing themselves to more and more television, they run the risk of developing attitudes about sex that are not appropriate to society. In conclusion, a loss of innocence is occurring much faster for children today than ever before because children do not have the resources to distinguish what is morally right and what is undesirable or objectionable.
Exposure to sexual television negatively influences adolescents’ sexual attitudes because adolescents see many characters and actors as normal human beings behaving just like the young viewers. Scholars Somers and Tynan assert that the actions of children are caused by viewing slightly older people engaging in similar activities the young viewers engage in (16). The characters are usually just a few years older, so they are illustrated as good role models to many young television viewers. If young viewers see their role models on television engaging in sex, eventually, the viewers will want to be involved in the same activity. This role modeling effect is valid and a reason to highlight because adolescents are highly imitative. Children do not learn ideas on their own. Instead, they seek out different resources, like television, for knowledge and advice. To add to that, Bleakley et al. claim that this imitation can be referred to as the Social Cognitive Theory that proposes teenagers who view characters on television having a good time while engaging in sex will have a higher chance of copying the actions of the characters (444). Teenagers learn by mocking the behaviors they see. In order to clarify, if characters on sexual programs like Sex and the City and That 70s Show do not use condoms during casual sex, the young imitators will look up to their favorite characters and view sex as a safe, inconsequential behavior. Hence, this imitative lifestyle of children makes parenting a difficult task. Without the proper guidance from responsible adults watching with their children, television programming manipulates children into thinking characters on television represent real people in the real world. In reality, children are observing actors who receive paychecks to behave artificially in a make-believe world. Many programs do not distinguish or differentiate the real world and the artificial world within the shows. In other words, the children do not fully understand what they are viewing because they are not media literate.
Similarly, it is important to realize that sexual content not only portrays sexually active, imitative actors, but the programming also dangerously and harmfully portrays the idea that sex is a wonderful source of safe, casual fun that has no consequences. Rebecca Collins et al. assert that the viewing of sexual content can influence children’s ideas of what is considered standard and customary in society. Television manipulates children into thinking having sex is one of the most important activities in life, a fact which can trigger sexual intercourse at younger ages (281). The truth is that sex sells. The sex industry is a billion dollar industry mainly because of its media content that reinforces positive images about casual sex. Television is an uncertain medium that avoids informing about the dangers of exhibiting risky behaviors. According to researchers Escobar-Chaves et al., children who view a massive amount of television will form most of their values and ideas around a make-believe life and less around real world experiences. This belief demonstrates and illuminates the Cultivation Theory (304). To stress, this idea is important because television programming illustrates sex as a phenomenon that is important to everyday life by portraying sex as an essential passageway from childhood to adulthood. Consequently, the television is dangerously acting as the portal or passageway into society. Many programs do not make distinctions between what is real and what is made-up, a fact that is misperceiving many young adults about the realities of life and the realities of the world and its people.
Doubtlessly, adolescents watch significant amounts of sexual television daily, and this repetition of sexual viewing is negatively informing teens’ undeveloped, immature minds. According to scholars Escobar-Chaves et al. and the Media Practice Model, many children find ideas, values, and behaviors in television very helpful in creating their identities and making important decisions (304). This media model matters because for most teenagers, most of the information, beliefs, and attitudes about sex come from the mass media, especially television. According to the University of Michigan Health System, nearly seven out of ten programs that children and teenagers most commonly view have images or dialogue of sex. Moreover, there is two times the amount of sexual content on television today than the amount of sexual content twelve years ago (Boyse). Parents who do not monitor their kids’ viewing habits let children have more freedom and choices in what they expose themselves to. This lack of parenting is dangerous because popular culture in the mass media can be far better educators of children than teachers, parents, and peers can. In fact, according to Deborah A. Fisher et al., research scientists from the Pacific Institute for Research and Evaluation, assert that about two out of five children in the U.S. believe that the sexual content on television is a good representation of actual life and the people in real life (530). Today, children are making choices in the real world based on what they view from television. If television programming does not inform about the negatives of sex, as a consequence, expect teen pregnancy rates and sexually transmitted disease rates to increase, and expect a dull-downed, uninformed young audience in the future.
Not only does sexual television programming negatively influence children, but sexual advertising detrimentally impacts adolescents as well. Sexual appeal is a common advertising technique used by advertisers because they know one fact: sex appeal works. This kind of appeal works great with television because television is a highly visual medium. Sex would be harder to appeal to a radio audience, for example. Escobar-Chaves et al. state that commercials are powerful. Although, adolescents nowadays are more media literate than in the past and can pick out the simplistic messages about sexual behavior. As a result, many advertisers are turning to unorthodox methods like buzz advertising to reach younger audiences (305). It is critical to understand that sexual content does not have to have a direct, conscious impact on teens’ sexual attitudes; advertising is using sex appeal on the subconscious level when young people do not even realize what is happening around them. Advertisers are always looking for ways to make money, but the advertisers cannot control who views their messages, especially when the viewers are children. To recapitulate, advertising is used in television as a persuasion and information device, a fact which is affecting where adolescents are getting their knowledge about sex.
Indubitably, sex on television has increasingly shown up in programming geared toward younger audiences in ways that teach viewers that sex is a positive, acceptable behavior in society that warrants no negative attributes. Strikingly, Escobar-Chaves et al. respond that the dangers of sex and information about the harmful effects of this activity are only present in about one out of every 100 programs that portray sexual imagery (311). Television is a window to the exterior world for many children who are at the most critical stages in their lives. Sexual messages are being incorporated and established in the young brains of children, a fact that influences adolescence. Adolescence includes years of temptation, trial, development, and gaining experience. When adolescents view sexual content on television, they are viewing peers taking part in a healthy, enjoyable, completely safe casual sex that is cool and pleasurable. To amplify, Rebecca Collins et al. assert the statistic that approximately just 14% of all sexual television programming contains themes of appropriate, acceptable sexual behavior (281). Not only credible, but this statistic is highly valuable because many sexual messages convey the feeling that nothing can go wrong with unprotected sex before marriage with multiple partners. Therefore, it is important to start media literacy at a young age. This media literacy starts with parents telling their teenagers which behaviors are acceptable and which behaviors are not because television is definitely not going to be a parent any time soon.
In addition, sexual content on television attracts and destructively affects younger audiences because much of this programming contains core values of typical teenagers and many shows portray lifestyles of young people. Fisher et al. found that half of the programs that typical teenagers watch, like The Simpsons and King of the Hill, contain acts of sex, and three quarters of admired programs contain some sort of dialogue about sex (549). Sexual content is potentially dangerous to the minds of children because the massive amount of sexual content can impact children’s views to what is considered healthy and normal. The quantity of sexual content has increased significantly since the advent of television in the 1950s, especially in the last two decades. In fact, researchers Rebecca L. Collins et al. declare that sex shows up in almost two-thirds of all shows with a mean of about four to five sights of sex every sixty minutes (281). This redundancy of sexual imagery really drives home the message into adolescents’ intellect causing them to think that sex has much more meaning than everyday life does. The repetition of sex gives the misperception that sex will help children develop every day, a fact causing adolescents to experience sex at younger ages than in the past.
Assuredly, exposure to sexual content on television can potentially form children’s sexual attitudes because this medium is the main way naive, innocent children learn about the real world and certain acceptable actions or behaviors (good or bad). Bleakley et al. reason that young people do not have the direct knowledge and understanding of the concepts of sex, so many of them discover and draw conclusions about the topic of sex from different media. Bleakley et al. argue that since content on television can impact the values and feelings of adolescents, then the sexual content can impact on whether or not adolescents participate in sexual activities (445). Bleakley et al. make a valid point because if children do not have any positive or negative attitudes about sexual behavior, then they are more vulnerable to television messages. Subsequently, if parents do not teach their young ones which behaviors are acceptable and which are not, adolescents will have to make their own judgments by forming their views around what the programming portrays.
Some researchers such as Escobar-Chaves et al. reason that television acts as a “Super Peer” where television is the dominant place for teenagers to go to find information about the outside world and about habitual activities. The Super-Peer Theory argues that television has a commanding control on teaching and molding young people over the influences of friends, family, and schools (305). The Super-Peer Theory is significant to comprehend because there is more sexual content on television than ever before. Therefore, if children are exposing themselves to more and more television, they run the risk of developing attitudes about sex that are not appropriate to society. In conclusion, a loss of innocence is occurring much faster for children today than ever before because children do not have the resources to distinguish what is morally right and what is undesirable or objectionable.
Viewing Sexual Content on T.V. has a potential positive for children and parents but not likely.
Generally, sexual content on television has a negative influence on adolescents in the United States, but there is a strong, conflicting viewpoint that viewing sexual content is beneficial if and only if adolescents are viewing and discussing the material with a responsible parent. According to the University of Michigan Health System, television can be an important teacher for teenagers, and it can create conversations and talks with legal guardians that normally would not occur. Parents that view programming with their young ones have the advantage of using television as the starting place for informing children about responsibility and the dangers of sex (Boyse). This information matters because sex is not an easy subject for parents to talk about with their children. However, discussions about sex can come more naturally with help from television, a place where teenagers develop attitudes and views about many topics in the real world.
By viewing television with children, parents can immediately explain what is acceptable and what is not. Therefore, the children are not manipulated or perceived into believing all of the behaviors they see. Although true, parents are not always around to see what their teenagers are watching. I do not believe this argument is true because parents cannot always be with their children to explain to them which behaviors are acceptable and right. The American Academy of Pediatrics points out that television is going to have a huge impact on adolescents’ minds, if parents, schools, and others do not step in with essential sex education (1). Overall, I strongly agree that sexual content has a negative influence on adolescents because there is too much of it in the media to sort through, and media literacy is not being taught by parents and schools at younger ages.
By viewing television with children, parents can immediately explain what is acceptable and what is not. Therefore, the children are not manipulated or perceived into believing all of the behaviors they see. Although true, parents are not always around to see what their teenagers are watching. I do not believe this argument is true because parents cannot always be with their children to explain to them which behaviors are acceptable and right. The American Academy of Pediatrics points out that television is going to have a huge impact on adolescents’ minds, if parents, schools, and others do not step in with essential sex education (1). Overall, I strongly agree that sexual content has a negative influence on adolescents because there is too much of it in the media to sort through, and media literacy is not being taught by parents and schools at younger ages.
Brief Overview of Television's Impact (Sexual Media) on Children
Sexual content in the media has been an enormous issue in the United States for many decades. Researchers are constantly finding new information about the effects sexual media have on children’s attitudes and behaviors. Rebecca L. Collins et al., researchers from the University of California in Santa Barbara, California, reason that there is valid, credible research to believe television is the principle contributor of teenagers’ dangerous attitudes about sex. Feelings and thoughts about sex are formed by society and customs, and television is a huge element in the lives of children since they watch nearly three hours every day (280). Truly, children learn about sex from schools, peers, and parents, but the media play a bigger role on how teenagers develop positions about sex.
The television industry has seen some of the most criticism for sexual content. This issue has found its way up to the U.S. Supreme Court with the Pacifica Case by trying to keep sexual content off the air when children are most likely to be watching. Although sexual television can be argued to be beneficial to adolescents’ growth, I believe exposure to sexual content on television negatively impacts adolescents’ sexual attitudes and behaviors because adolescents develop their identities through imitation, positive sexual behavior is portrayed and is a repeated theme in television, and television is the main information center for children on how they should act in society.
The television industry considerably started to take off in the 1950s and has not looked back since. Indeed, it is a growing medium, and more important, television is a cultural unifier. It is an educator to all age groups, ethnic backgrounds, genders, and to every person all around the world. Increasingly, it has become the top advertising medium in the United States spending nearly $66 billion every year. Television is a window to the outside world, especially for young children and adolescents because they are still creating their identities, still establishing their beliefs and attitudes, and still developing their bodies. In fact, Amy Bleakley et al., from the Annenberg Public Policy Center at the University of Pennsylvania, confirm that adolescents and children in the United States interact with different media like television, radio, and print for approximately six to seven hours daily (443). This fact shows why media industries, especially the television industry, are so important to the United States. Additionally, Liliana Escobar-Chaves et al., researchers from the University of Texas Health Science Center in Houston, Texas, point out that television is an omnipresent medium and nearly every American home contains one television or more (309). Television industry receives praises for its positive learning environment for kids, but it collects much condemnation for its negative impact on young adults with increases over the years in drug content, violence, and low culture entertainment. According to the American Academy of Pediatrics, a typical American adolescent sees roughly 14,000 scenes with sexual messages in the media every year (1). Most important, television has lead researchers to believe that exposure to sexual content at a young age can potentially cause negative views toward sex in general.
Notably, many teenagers in the United States are experiencing sex for the first time at younger ages than ever before. Escobar-Chaves et al. assert that almost half of secondary school children have had sex at least once (303). Sexually transmitted diseases have seen massive increases. Escobar-Chaves et al. point out that teenagers are at most risk for sexually transmitted diseases. To emphasize this point, approximately four million adolescents get a sexual infection every year in the United States (303). The issue of sex and young people is not going to go away on its own. Researchers have done substantial amounts of work trying to figure out the cause or causes of teens’ negative attitudes and behaviors toward sexual intercourse, a fact that makes this issue noteworthy. Many researchers and scholars are just starting to figure out that the problem lies within the contents of the mass media, specifically television. Cheryl Somers and Joshua Tynan, from the Department of Education at Wayne State University in Detroit, reported in 2001 that the number of images of sex on television has augmented gradually from year to year, and more and more adolescents are participating in sexual intercourse than in years past (16). The research is crucial to understand because there seems to be a pretty high correlation between viewing sexual content and real life sexual activity. In opposition to this position and issue, correlation is not causation, a fact that makes researchers skeptical about the idea that sexual content on television influences children in a negative way.
Without question, it is not surprising that sexually transmitted diseases are common in the United States, especially among young people. Young people are learning certain attitudes and behaviors from characters on television that are most like them. Unquestionably, I fully believe there is a strong correlation between sexual content on television and the attitudes and behaviors developed by adolescents. Much of the sexual programming is only highlighting the positives of sexual behavior and not informing about the potential dangers. So, many children are being misled by thinking the make-believe television world translates nicely into the real world. However, studies show no signs of causation. Some researchers believe that the media play a limited, contributing role to children’s sexual attitudes, but media are not the sole cause. I pointed out a massive problem in the television industry. Not only on television, sex is in other mediums as well, because it is a giant success for media people, especially advertisers. Sexual messages are in radio, on billboards, in magazines, in movies, and sex can be even found subliminally. Therefore, only looking at sexual content on television covers a small part of the problem. There are many different, conflicting opinions and beliefs about sex in the media. Therefore, a consensus on what to do in the near future seems improbable. Even more important, I truly think children are of the greatest concern and interest for the United States in the future. The impact of sexual content on their innocent minds is going to affect the future of this entire country for many years to come.
The television industry has seen some of the most criticism for sexual content. This issue has found its way up to the U.S. Supreme Court with the Pacifica Case by trying to keep sexual content off the air when children are most likely to be watching. Although sexual television can be argued to be beneficial to adolescents’ growth, I believe exposure to sexual content on television negatively impacts adolescents’ sexual attitudes and behaviors because adolescents develop their identities through imitation, positive sexual behavior is portrayed and is a repeated theme in television, and television is the main information center for children on how they should act in society.
The television industry considerably started to take off in the 1950s and has not looked back since. Indeed, it is a growing medium, and more important, television is a cultural unifier. It is an educator to all age groups, ethnic backgrounds, genders, and to every person all around the world. Increasingly, it has become the top advertising medium in the United States spending nearly $66 billion every year. Television is a window to the outside world, especially for young children and adolescents because they are still creating their identities, still establishing their beliefs and attitudes, and still developing their bodies. In fact, Amy Bleakley et al., from the Annenberg Public Policy Center at the University of Pennsylvania, confirm that adolescents and children in the United States interact with different media like television, radio, and print for approximately six to seven hours daily (443). This fact shows why media industries, especially the television industry, are so important to the United States. Additionally, Liliana Escobar-Chaves et al., researchers from the University of Texas Health Science Center in Houston, Texas, point out that television is an omnipresent medium and nearly every American home contains one television or more (309). Television industry receives praises for its positive learning environment for kids, but it collects much condemnation for its negative impact on young adults with increases over the years in drug content, violence, and low culture entertainment. According to the American Academy of Pediatrics, a typical American adolescent sees roughly 14,000 scenes with sexual messages in the media every year (1). Most important, television has lead researchers to believe that exposure to sexual content at a young age can potentially cause negative views toward sex in general.
Notably, many teenagers in the United States are experiencing sex for the first time at younger ages than ever before. Escobar-Chaves et al. assert that almost half of secondary school children have had sex at least once (303). Sexually transmitted diseases have seen massive increases. Escobar-Chaves et al. point out that teenagers are at most risk for sexually transmitted diseases. To emphasize this point, approximately four million adolescents get a sexual infection every year in the United States (303). The issue of sex and young people is not going to go away on its own. Researchers have done substantial amounts of work trying to figure out the cause or causes of teens’ negative attitudes and behaviors toward sexual intercourse, a fact that makes this issue noteworthy. Many researchers and scholars are just starting to figure out that the problem lies within the contents of the mass media, specifically television. Cheryl Somers and Joshua Tynan, from the Department of Education at Wayne State University in Detroit, reported in 2001 that the number of images of sex on television has augmented gradually from year to year, and more and more adolescents are participating in sexual intercourse than in years past (16). The research is crucial to understand because there seems to be a pretty high correlation between viewing sexual content and real life sexual activity. In opposition to this position and issue, correlation is not causation, a fact that makes researchers skeptical about the idea that sexual content on television influences children in a negative way.
Without question, it is not surprising that sexually transmitted diseases are common in the United States, especially among young people. Young people are learning certain attitudes and behaviors from characters on television that are most like them. Unquestionably, I fully believe there is a strong correlation between sexual content on television and the attitudes and behaviors developed by adolescents. Much of the sexual programming is only highlighting the positives of sexual behavior and not informing about the potential dangers. So, many children are being misled by thinking the make-believe television world translates nicely into the real world. However, studies show no signs of causation. Some researchers believe that the media play a limited, contributing role to children’s sexual attitudes, but media are not the sole cause. I pointed out a massive problem in the television industry. Not only on television, sex is in other mediums as well, because it is a giant success for media people, especially advertisers. Sexual messages are in radio, on billboards, in magazines, in movies, and sex can be even found subliminally. Therefore, only looking at sexual content on television covers a small part of the problem. There are many different, conflicting opinions and beliefs about sex in the media. Therefore, a consensus on what to do in the near future seems improbable. Even more important, I truly think children are of the greatest concern and interest for the United States in the future. The impact of sexual content on their innocent minds is going to affect the future of this entire country for many years to come.
Music is...
Music is everywhere. There is no place in the world that does not have some form for music. Unquestionably, it is essential to society, and therefore, it is critical to learn about the different world cultures and their music. Further, music reflects the way people think, the way they act, and the way musicians and audience members connect with each other. Music helps define identities. Music not only helps establish the identity of an individual, but it also helps establish the identities of communities. Music shapes social structures within societies and the behaviors of people. Therefore, music is universal. Music is a common language, so all people must take time to understand the music around them in order to see the powerful harmonic connection that is taking place between all human beings. Music is communication. Definitely, it helps people connect with others around them. Most important, music is a symbol and an agent of identity for many.
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