Effect of Socioeconomic Stress on Family Health

Effect of Socioeconomic Stress on Family Health Revisions and Literature Review Tiffany Stewart Socioeconomic status is defined â€Å"as the social standing or class of an individual or group. It is often measured as a combination of education, income, and occupation† (American Psychological Association, 2014). There are higher and lower socioeconomic statuses (SES) that can have a big effect on a family’s health. In 2012, research showed that one in five children lived below the federal poverty line (Noble et al., 2012). Family resources such as â€Å"income, parent’s education and health can have a direct and indirect benefit for children† (Thompson, 2014, p. 42). Families in lower SES have poor physical and mental health compared to families in higher SES. When a family lives in a lower SES, there are more stressful life events that affect the whole family. Stress can be defined as â€Å"a complex psychobiological process with biological, emotional, mental, and behavioral consequences, all of which influence one another† (Thompson, 2014, p. 46). Children and adolescents are at an age where they are not able to provide their own socioeconomic status. This is left up to the parents, which can have big effect on the child’s developmental outcomes at the current age and later in life (Hackman Farah, 2009). Research has shown that when a stressful life event occurs, catecholamines and glococorticoids are mediated (Lupien, King, Meaney, McEwen, 2000). When glucocorticoid response to stress in a short amount of time, this is an adaptive function that is normal. When glucocorticoid has increased for long periods of time, this can be associated with different depressive symptoms (Lupien et al., 2000). There is also other research on how stress from the mother will affect the child once born. The fetus is left exposed to the mother’s diet, emotions, and environmental influences that can have effect on development (Thompson, 2014). The fetus is very sensitive to maternal stress. If the mother is under a lot of stress during pregnancy, the child will have a greater reactivity to stress once born (Thompson, 2014). One study showed that when the fetus was exposed to maternal cortisol, seven year old girls had emotional difficulties and a larger volume in the right amygdale (Thompson, 2014). After a child has been born and has been under a lot of stress, the hypothalamic-pituitary-adrenocortical (HPA) axis does not function the way it should. The HPA axis is a human’s central stress response system. The neurological circuitry is changed to how the body response to stress. This will happen when the child is exposed to stressful event on multiple occasions to change the sen sitivity of the HPA system (Thompson, 2014). The way the hypothalamic-pituitary-adrenal system is supposed to work in individuals that are not exposed to large amounts of stress is by the â€Å"release of steroid hormone cortisol from the adrenal gland† (Essex, Klein, Cho Kalin, 2002, p. 777). Cortisol (stress hormone) has a big influence on brain function. When cortisol is released during stressful experiences, this will enhance an organism’s ability to adapt in those times (Essex et al., 2002). Elevated levels cortisol that happens multiple times during the early years will cause physiologic effects later in the individual’s life. These effects include â€Å"increased resistance to the effects of insulin, promotion of obesity, impaired memory via effects on hippocampal neurons, and altered immune responses† (Essex et al., 2012, p. 777). Behavior can also tie into the disruptive HPA axis activity when stress occurs. These behaviors include how the child is â€Å"coping, cognitive and attention problems, poor emotional regulation, and difficulty in social functioning† (Thompson, 2014, p. 45). These behavior problems have associations for children’s academic functioning as well as building relationships with other children and adults. Children that have been exposed to stressful events multiple times in their early life show academically that they have a hard time concentrating, remembering things, and controlling their own thinking. With relationships, children have â€Å"heighten emotional reactivity and weaken emotional self-regulation† (Thompson, 2014, p. 45). Stress in general is part of every person’s life. A normal amount of stress is nothing to worry about and necessary to survive. Stress does occur at a young age, and this will help to develop coping skills and learn how to adapt to stressful situations that will occur throughout the lifetime (Middlebrooks Audage, 2008). Parents are the ones that should help the children learn how to deal with stress in a healthy way. When stress is not dealt in a healthy way, there can be short and long-term health effects. Research has shown that there are three different types of stress that a person can go through in their life. These three include positive stress, tolerable stress, and toxic stress. Positive stress is from negative experiences that are short-term (Middlebrooks Audage, 2008). Examples of positive stress are when children start a new school, or when someone else takes a toy away from them. The health effects include heart rate being increased and hormone levels changing. This type of stress is normal and the parents can help the child learn how to cope with it as a developmental process (Middlebrooks Audage, 2008). Tolerable stress is from a negative experience that impacts the child more than positive stress but is still short-term. Examples of tolerable stress include dealing with a death of a family member, or the parents are separating (divorce) (Middlebrooks Audage, 2008). As long as the child has support from a family member or someone close to the child, he/she is usually able to learn how to deal with experience in a healthy way. If the child learns to deal with the experience in a healthy way, it will turn into possible stress. If the child is unable to deal with the experience, this can turn into toxic stress that will have long-term health effects (Middlebrooks Audage, 2008). Socioeconomic stress falls under the category of toxic stress. This kind of stress is from negative experiences that can continue for long periods of time. Other examples include neglect and abuse (Middlebrooks Audage, 2008). When toxic stress occurs, brain development and functioning will be disrupted. Health problems can also occur that have the capacity to be long-term. There is research that has shown how brain development is effected by long-term stress like socioeconomic stress. Brain development is a process that starts to take place during pregnancy. Factors that influence brain development include genetics and the environment that the mother is in. The toxic stress on brain development can impair the connection of brain circuits and lead to developing a smaller brain (Middlebrooks Audage, 2008). The circuits in the brain can cause a child to not be able to handle stress. The child will overreact to conflicting experiences that occur in his/her life. High levels of cortisol (stress hormone) can also damage the hippocampus that affects learning and memory that can continue into adulthood. There is even research that has shown that high levels of stress hormones can restrain the immune response in the body. The individual can end up with different infections and health problems (Middlebrooks Audage, 2008). Socioeconomic status has shown that there are negative effects on the developing brain. This includes regions of the brain responsible for language, and stress hormones. Linguistic exposure at a young age has been linked with developmental differences in language regions in the left hemisphere of the brain (Noble, Houston, Kan, Sowell, 2012). The left temporal, temporo-occipital and the frontal cortices are responsible for the development of language skills (Noble et al., 2012). Depending on the SES of the parents that are raising children in those environments will effect what kinds of resources are available to develop those regions of the brain. Higher SES families use parent-child reading activities and have multiple books available to help the child learn language skills compared to families that live in lower SES. Two fMRI studies have shown SES differences with children in two different parts of the left hemisphere for language. These include the functions of the left fusifor m and the left inferior frontal gyrus (Noble et al., 2012). Children from lower SES tend to show a difference in how they experience stressful events reflected in hormonal markers of stress (Noble et al., 2012). Research on stress in animals and humans has shown negative effects on the hippocampus, amygdale, and the anterior cingulated cortex in the medial prefrontal cortex (Noble et al., 2012, p. 518). These areas of the brain are critical for developing memory, socio-emotional processing, and cognitive control/self-regulation. An fMRI study showed that children in lower SES will more likely have a smaller hippocampus (Noble et al., 2012). The background information provided in the paper has shown that during pregnancy, a fetus can be affected by the socioeconomic stress the mother is dealing with. With this research, it has shown that the stress the parents deal with in their daily lives disrupts the development the child goes through mentally and physically. Socioeconomic status is usually defined by family education, occupation, and income level (Noble et al., 2012). The fetus is very sensitive to the stress the mother goes through which will affect child when they are born. The child will then have a greater reactivity to stressful situations (Thompson, 2014). This area of research is a problem since there is known information of how the stress does affect the child even before they are born. If the socioeconomic stress is affecting the child’s development, will this affect the child later in life? The purpose of this study is focus on socioeconomic stress and the effects it has on a child’s developing brain later in life. There is a lot of research on what happens to the brain of a developing child when there is a lot of stress being exposed to him/her. Research has shown that children that are sensitive to stress from environmental factors when they are born will have higher cortisol levels (stress hormone). What has gaps in the research is if the high levels of cortisol (stress hormone) in a young child will determine mental health problems later in the individual’s life. The only research on this area is very general and does not specifically explain mental health problems that can occur. The only specific research in this area mentions how children will have behavior and academic problems as they get older. The purpose of the study will include children at the ages of 5-10 to determine if they are experiencing mental health problems from the socioeconomic stress they experienced during pregnancy and at birth. Women in the second trimester will also need to be included to look back on the kind of stress they were experiencing that could affect their children in low SES. The mothers and the children at one month would also need to be looked at. The cortisol levels would be tested by a saliva sample from the children at the ages of 5-10. Starting with pregnancy and going to the ages of 5-10 will track maternal stress from infancy to childhood and the mental health problems that can occur from it. Essex, Klein, Cho, and Kalin (2002) also did a study on maternal stress and how it affects children later in life. This study was only one to observe mother’s during pregnancy and continue until the child was four and a half years old. The author’s results showed that elevated cortisol levels appear to predict dysregulated behavior and mental disorders (Essex et al., 2002). Other findings also included how â€Å"maternal stress may increase the vulnerability of the developing child’s HPA system to later stress exposure† (Essex et al., 2012, p. 780). Since little research has started with maternal stress, it is important that further research is done to show that there is an effect on children’s mental health later in life. There research only covered socioeconomic stress, maternal stress, and cortisol level. This leaves out other factors (e.g. genetics) that could cause children mental health problems later in life. The question that would need to b e addressed is what other factors could have an effect on children’s mental health later in life. References American Psychological Association (2014). Socioeconomic status. Retrieved from http://www.apa.org/topics/socioeconomic-status/ Essex, M. J., Klein, M. H., Cho, E., Kalin, N. H. (2002). Maternal stress beginning in infancy may sensitize children to later stress exposure: Effects on cortisol and behavior. Biological Psychiatry, 52(8), 776-784. doi:10.1016/S0006-3223(02)01553-6 Hackman, D. A., Farah, M. J. (2009). Socioeconomic status and the developing brain. Trends in Cognitive Sciences, 13(2), 65-73. doi:10.1016/j.tics.2008.11.003 Lupien, S. J., King, S., Meaney, M. J., McEwen, B. S. (2000). Child’s stress hormone levels correlate with mother’s socioeconomic status and depressive state. Biological Psychiatry,48(10), 976-980. doi:10.1016/S0006-3223(00)00965-3 Middlebrooks, J.S., Audage, N.C. (2008). The effects of childhood stress on health across the lifespan. Atlanta (GA): Centers for Disease Control and Prevention, National Center for Injury Prevention and Control. Noble, K. G., Houston, S. M., Kan, E., Sowell, E. R. (2012). Neural correlates of socioeconomic status in the developing human brain. Developmental Science, 15(4), 516- 527. doi:10.1111/j.1467-7687.2012.01147.x Thompson, R. A. (2014). Stress and child development. The Future of Children, 24(1), Retrieved from http://ezproxy.snhu.edu/login?url=http://search.proquest.com/docview/1539237845?acco untid=3783

Cmt Communications Essay

The success of any organization is determined by managers being able to plan, set goals, and make decisions. Decision making is the primary function of management and this task should not be taken lightly. Decisions are made to achieve goals and tie them to company actions and outcomes. According to Peter Drucker, â€Å"Whatever a manager does, he does through decision-making.† When making a decision, managers must take all alternatives into consideration and although one may not have all the answers, a manager must be able to move forward, sometimes immediately, in order to be successful and effective in their decision making process. According to Trewatha & Newport, â€Å"Decision-making involves the selection of a course of action from among two or more possible alternatives in order to arrive at a solution for a given problem.† This is a continuous process that requires managers to have specific knowledge, skills and intellectual abilities. Some managers find this t ask challenging as seen in the case of CMT Telecommunications. In the case of CMT Telecommunications, Manager Dave has been selected to take charge temporarily while his boss is on vacation. His issue is that he has to make a decision to select and assign one of two key managers to take the lead of a new project which entails developing a new CD-ROM self-study course for new software. One manager has extensive experience on the technical side of the house and is in charge of the technical publications department. This manager is skilled in developing detailed manuals on how to use the company’s equipment and software. The other manager oversees the software training department. He is especially skilled in designing training courses that effectively communicate the technical information from the publications department’s manuals. He is known for his excellent presentation skills and for the information being customer friendly and easy to follow. This decision is difficult for Dave because he is friends with both managers but also knows that his decision will reflect his managerial competencies which in the long run can affect his opportunities for advancement. There are three models that decision making fall under: Classical, which is based on rational assumptions and managers beliefs; Administrative Model, which is based on human and environmental limitations and is known to be the most effective model; and the Political Model, which allows collaboration amongst and between managers to facilitate the decision making process when there is uncertainty (Daft, 2013). In this case, the political decision making model is evident in the uncertainty of his ability to make a quick decision. This can be due to his diverse interests in both of the manager’s abilities and past experiences. This is a non-programmed type of decision that Dave needs to make in that it is unique. This is a new project that no one has experienced in the company, let alone Dave as a new project manager having to take the lead and make a difficult decision. There are consequences will play an important role for him personally and professionally. Another aspect of the political model is that Dave realizes he has to get both managers to talk to one another and form a coalition however he fears that this may not be possible given that both managers declared openly that the other department lacked the skills needed to ensure project success. Because both managers are highly skilled and each have a powerful team of employees that can assist with the details and tasks required to ensure the success of the project, they need to be able to work together and form an alliance. By using the political decision making model a manager would engage his team to collaborate and share their diverse ideas, interests and skills, while understanding there are conflicting goals and inconsistent viewpoints. The team would work together towards strategically developing specific goals and in this case, each group could take a certain area of the project to work on then bring them together in hopes to acquire a successful cohesive project outcome. The work of Herbert A. Simon proposes that the two concepts: bounded rationality and satisficing are instruments that shape the administrative model of decision making. Satisficing is when managers choose the first alternative that satisfies the minimum criteria of the decision. Bounded rationality is the concept that managers have to be rational when making decisions based on the amount of time and ability to process all of the information needed to make the decision (Daft, 2013). In the case of David, he does have to make a quick decision mostly because the equipment that needs to be purchased for the project has to be placed immediately. Although Dave understands the differences in opinions from both managers, he has to consider his alternatives in a timely fashion for long-term benefits. He also does not come with much project management experience so his ability to make these types of decisions is limited. As Dave, my plan of action would include the following: * Follow the six steps in the Managerial Decision-Making Process * Discuss project plans with each manager, gather their ideas and perspectives * Brainstorm ideas and develop alternatives that meet both managers needs and that allows for collaboration but at the same time allow for some constructive debate * Use the analytical style of decision making first while considering all the alternatives however switch to the directive style when ready to make the decision * Use intuition and trust in my experience, background, and skills * Take a risk in making the best decision possible without being influenced by emotions or friendships built with the other managers, without thinking too much on past decisions and doubts of my decision making capabilities, have some self-efficacy, and think outside of the box to gather the best ideas and develop strategies to move the project planning phase forward. Every problem can be solved differently depending on the manager, their personality, past experience, education, upbringings, but most importantly their intuition and the risk taking abilities they bring. When making decisions, managers must consider the type of decision that needs to be made, their own managerial style when it comes to making decisions, as well as how rational one can be depending on the decision that needs to be made. One should always consider all the alternatives presented to them as well as the time needed to make a decision. As a manager, one should not be afraid to take risks however should understand the levels of risk depending on the alternatives presented. Being true to what one believes is also important and should always play a part of a manager’s decision making process. References: Kalyan City Life Blog. Decision Making Process in Management-Problem Solving. Retrieved from http://kalyan-city.blogspot.com/2010/06/decision-making-process-in-management.html

How Movies Portray History

I’ve always watched movies for the sole purpose of entertainment. Thinking about the historical backgrounds they entail never really crossed my mind. The way Hollywood portrays historical events in films isn’t very accurate, which some people see as a problem. After listening to both James Wermers & Dr. Chiltons presentations and reading The Art of War article my train of thought has changed on how films portray history. First, let’s consider the three perspective on the issue of how movies portray history.James Wermers had many opinions on filmography and history. According to him, producers have full rights to using history in fims. He believes that even though history is fair game to the film industry, movies don’t always portray historical events as accurate as they occur. He spoke about film producers use of CGI in movies and how it adds to a movies over all look. Even though CGI is a very clever use of computerized effects, it is not always used as i t should be.He stated, â€Å" CGI is no longer used for a certain effect, it is no longer the question of should we use it but how. † The reality of historical events isn’t always as accurate as it could be says Wermer but it is a good basis to a movie. Dr. Chilton had a political opinion on the matter. She stated that â€Å"filmmakers frequently use films to make statements, whether political or economic, or social, therefore, movies and their makers are protected by the First Amendment. † Whether or not we like how filmmakers are or portraying a specific event. they are entitled to portray it as they please. As Dr. Chilton reminds us, freedom of speech does not only refer to actually speech, it involves writing, sculptures, murals, and of course movies. In the Art of War article we see the artistic aspect of using CGI in films . Even though it states that a lot of the effects in the movie were very unrealistic that is also what made the movie so beautiful. It created this gorgeous scenery that could only be imagined but CGI made it possible to see.Even though the process of filming with CGI is a bit strange and hard to picture until the final product is shown, once you see everything put together it is amazing. After watching 300 and taking in all three of these aspects on movies portrayal of historical events my train of thought has changed immensely. I will now be more cautious as to what I’m actually watching. Is it actually true, is this really how things happened, and is that a real back drop or is it just CGI. I also now question the message movies contain. Instead of just watching to be entertained, I will now watch films with a lot of questions in mind.

William Shakespeare s Literature And Its Influence On...

Macy Haas Mrs. Bailey English 11 3rd Block 2 Nov. 2017 William Shakespeare’s Literature and its Influence on Society No matter who you ask, almost everyone in today’s culture knows the name William Shakespeare. Even though he was alive centuries ago, somehow he is still popular today, and just as famous as most of the singers, actors, and politicians that society looks up to. He has left behind one of the best legacies ever known, and continues still to educate and inspire people with his writings. In our culture, there are many references to his work that are so subtle that people don’t even notice, and his plot themes are still relevant to the books, stories, and movies that are produced today. Since William Shakespeare is†¦show more content†¦When Shakespeare was eighteen, he married a woman named Anne Hathaway. At the time of their wedding, Anne was twenty six. She was from a very small town named Shottery, which was only about a mile away from Stratford-upon Avon. On November twenty eighth, 1582, the couple was married in a church in Worchester. When they got m arried, Anne was pregnant with their first daughter. Approximately six months later, on May 26, 1583, Anne gave birth to a baby girl, who was named Susanna. They continued to live in their home in Statford-upon-Avon, and only two years later, Anne gave birth to twins. Judith and Hamnet Shakespeare were both born on February second, 1585. Judith grew up as a healthy child, but unfortunately, Hamnet did not. On August 11, 1596, Hamnet passed away. Due to the lack of records during that time period, no one knows for sure what caused Hamnet’s death however, it is suspected that he got sick or got some kind of disease, due to the fact that there was not as advanced medical care back then as there was today. After Shakespeare’s three children were born, there is a time span of about seven years where there is absolutely no records or documentation of his life. 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The Diary Of A Teenage Girl - 1706 Words

The film version of Diary of a Teenage Girl, rather than condemning patriarchal privilege and its attendant exploitations as the book does, is instead a very careful take on a young s girl s exploration of her sexuality. The film and the book share the same premise but ultimately differ on delivery due to their inherently different approaches to capturing Minnie’s life as her and the other characters are portrayed differently, so much so that is a cautious take on an otherwise un-barred novel. Rather than touching upon patriarchal privilege and its exploitations, the film smooths over many of the more intense aspects in order to create a happy ending for itself, which is fundamentally different than what the book intended. â€Å"The Diary of a Teenage Girl† is based on the popular graphic novel by Phoebe Gloeckner published in 2002 and written as well as directed by Marielle Heller. They follow the life of Minnie (Bew Powley), who is 15 years old, in San Franciso in the year 1976. 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The Roots Of Childhood Marriages - 2387 Words

The roots of childhood marriages and forced marriages in the village of Khardji, Yemen from I Am Nujood, Age 10 and Divorced by Nujood Ali and Delphine Minoui, Nujood’s story has been related to patriarchal societies within western Asia, women’s complicity and religion in which violates human and women’s rights. I have been researching sources that can explain on how the government officials have done nothing to stop childhood marriages and why women from past generations inculcate these norms to their children to have arranged marriages and what are the changes that Nujood’s story has raised internationality. Yemen is one the poorest country in Western Asia. It is reasonable to observe arranged marriages as the only solution of surviving scarcity. It is unacceptable for all the girls in this country to be forced into marriages, losing their opportunities to have a chance to succeed in life; their happiness, careers and achieving a true love, instead, the y just have to obey what they are told to do, is what drives me forward into this research. According to Svanemyr J, â€Å"Child marriage, defined as a formal marriage or informal union before age 18, is a reality for both boys and girls; however girls are disproportionately the most affected. Globally nearly one in three girls are married before the age of 18, and one in seven is married before the age of 15. An estimated 10 million child marriages occur every† (1). Childhood marriages in Yemen have been factual for centuries,Show MoreRelatedChild Marriage And The United Nations Human Rights913 Words   |  4 PagesSouth Asia, forced marriage is more common in child marriage. The girls are getting married at age where they are learning to live their childhood. 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America and the English Language Essay Example For Students

America and the English Language Essay To what degree do the words you use define the person you are? This is a central question in the hotly debated issue of making English the official language of the United States. If English did become the official language, the rights of people who do not speak English would be violated and the nation would be further segregated. Just as schools were segregated in our past, this again would show that segregation equals discrimination. People must understand that every citizen deserves the right to celebrate their diversity. The government need not interfere with the words that come out of peoples mouths. In a country torn by prejudice and segregation, the official language should serve as a reminder that America is as diverse population where differences are embraced, not ignored. According to Dickstein, a bilingual citizen of Quebec, this scenario is only too familiar. As a Canadian citizen, he experienced the hardships of living in a country torn by a war of language. Quebec is a l argely French speaking population that wishes to break away from its mother land Canada, mainly because of the language barriers. He feels that the U.S is now facing the beginnings of language problems similar to the ones Canada experienced. One example of such problems is the proposal of the English Language Empowerment Act of 1996. This act suggested that all governmental official business be available only on English. The biggest threat of this act comes into play when voting. If the English Language Empowerment Act was passed, ballots would only be distributed in English. Providing citizens with documents and ballots in their chosen tongue allows them to play a vital role in deciding their government. Every citizen deserves to have their vote count. By not providing alternative ballots, the voice of democracy is being disregarded. It is necessary to increase the non-English speakers turn out for voting, not diminish it. By denying them an outlet to voice their opinion in a langu age they understand, the American people are denied a fresh perspective on governmental issues. After all, every citizen makes up the American government. To be an American entitles you the right to freedom of speech. America has always represented a land of opportunity. Opportunity draws immigrants here in search of a place where they could start over, rebuild, and prosper as a direct result of their hard work. America offered its citizens hopes of the good life. But, how can America promise that if its laws are intolerant to the immigrants languages? By not accepting their language, they are immediately set up to be an outsider. They are seen as foreigners as opposed to citizens. People who dont speak English are often assumed not to be Americans. In order to assist in the conversion of the immigrants to a new society, is necessary to provide them with signs, documents, ballots that they can understand. As Dickstein points out, denying them of materials in their language does not help them learn English any faster. He proposes that America should not be English-only but strive to be English Plus. By this he means that we should not prohibit the use of other languages in order to make immigrants speak English. On the contrary, he suggests that English Plus, like English-only, demands that everything feasible be done to encourage all Americans to achieve a minimum level of competence in English and to share a vision of what it means to be American. People who do not speak English should be responsible for learning the language. America should make access to English classes more attainable and widespread. After all, a person does not just pick up a language because the government requires it. It takes months or even years of practice and hard work. So in the mean time, it makes no sense to deny them of articles in their own languages. .u5c9f4964989070cfe8b6d5cb5caada45 , .u5c9f4964989070cfe8b6d5cb5caada45 .postImageUrl , .u5c9f4964989070cfe8b6d5cb5caada45 .centered-text-area { min-height: 80px; position: relative; } .u5c9f4964989070cfe8b6d5cb5caada45 , .u5c9f4964989070cfe8b6d5cb5caada45:hover , .u5c9f4964989070cfe8b6d5cb5caada45:visited , .u5c9f4964989070cfe8b6d5cb5caada45:active { border:0!important; } .u5c9f4964989070cfe8b6d5cb5caada45 .clearfix:after { content: ""; display: table; clear: both; } .u5c9f4964989070cfe8b6d5cb5caada45 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u5c9f4964989070cfe8b6d5cb5caada45:active , .u5c9f4964989070cfe8b6d5cb5caada45:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u5c9f4964989070cfe8b6d5cb5caada45 .centered-text-area { width: 100%; position: relative ; } .u5c9f4964989070cfe8b6d5cb5caada45 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u5c9f4964989070cfe8b6d5cb5caada45 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u5c9f4964989070cfe8b6d5cb5caada45 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u5c9f4964989070cfe8b6d5cb5caada45:hover .ctaButton { background-color: #34495E!important; } .u5c9f4964989070cfe8b6d5cb5caada45 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u5c9f4964989070cfe8b6d5cb5caada45 .u5c9f4964989070cfe8b6d5cb5caada45-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u5c9f4964989070cfe8b6d5cb5caada45:after { content: ""; display: block; clear: both; } READ: Child Abuse Laws EssayAmerica was once described as a melting pot. This analogy refers to the opinion that to make America strong, its citizens need to let go of their individual identities and surrender to the uniformity of the nation. Thus, it suggests that nationality represents the idea that every citizen is the same. This, of course, is completely irrational. One look around shows just how diverse the population is. It is unreasonable to expect everyone to communicate in the same way. At times language can serve as a barrier to communication, but that does not mean that everyone must conform to the same rigid ideals of expression. America is better described in terms of a puzzle. Every citizen has his or her unique shape, color, and identity. When they are allowed to maintain that unique identity and then come together, the result is a multicolored and vivid picture of something completely different. Dickstein comments on this idea by stating, the need to impose uniformity ..leads to the infringements on freedom and cultural openness. The differences amongst citizens in our country should be embraced, not shunned. The attempt to label something as diverse as America is next to impossible. Categorizing an entire population of people under on official language is a falsehood. American citizens speak over 300 different languages so it is not accurate to say the official language is English. To do so would be similar to saying that every American is a white male, middle-aged, white collared worker, with a wife, 2.2 kids, and a Golden Retriever dog; it simply is not true. Among the many faces of Americans, there are several that are overlooked. As e xplained by English professor Doug Gross, when the founders of this country attempted to settle the colonies, it was agreed upon that a common language was necessary. They being of English decent, obviously assumed that language should be English, as opposed to the German farmers of Pennsylvania, Polish butchers, or Irish laborers for example. They were in power so they were the ones to enforce their opinion as English for the unofficial, but nationally recognized, language. Similarly, today the English speakers are still in power, and it is still their voices heard when the topic of official languages come up. There is little representation of minority groups in Congress, or in any other significant part of the government. There is little that non-English speakers can do to give their opinions if their voices are overlooked in many faces of an English-only speaking government. These people represent a majority of America poor, homeless, or struggling. It is increasingly difficult f or these people to make it in a country that doesnt even recognize their language. In conclusion, the motion to make English the official language of the United states is on I strongly oppose. To do so would result in the further segregation of American people because it chooses to ignore the populations diversity. If the English Language Empowerment Act of 1996 were to pass, it would only add to the confusion that immigrants are overwhelmed with upon entering America. The act requires that governmental ballots be in English, which further complicates and deters non-English speaking citizens a role in government. Instead of passing laws which threaten and penalize non-English speaking citizens, the government should develop programs with incentives that encourage people to steadily convert to English. Furthermore, Dickstein holds that people should not be limited to only English. It is important to remember that every American citizen is an individual and therefor has a right to maintain their own identity. Bibliography: