The Role of the Media in the Violation of Children’s Rights Free Essays

â€Å"Children reserve the privilege to dependable data from the media †¦.. [which]†¦. We will compose a custom paper test on The Role of the Media in the Violation of Children’s Rights or then again any comparable subject just for you Request Now . ought not advance materials that could hurt [them]. † (UNICEF, 1991). There is not really any limitation set on the ghastly things that the media brings to the table thus youngsters nowadays have simple access to all that they ought not be seeing or hearing in the media. This just implies the media are not assuming their job where securing youngsters is concerned. In today’s society where the broad communications pass on all type of cynicism whether on the TV, web, videogames or even the radio, citizenry need to get mindful of what the more youthful age are being impacted by with the goal that qualities that are instructed are not lost without any problem. The media damage the privileges of a youngster by presenting them to wrongdoing and viciousness, giving them access to explicitly express substance and by making a misguided feeling of reality in which they accept nearly all that they see. The media open kids to wrongdoing and brutality every day. This is so on the grounds that regularly at any rate kid watch the TV, tune in to the radio, play computer games or surf the web. Huesman (1986) as refered to in Kundanis (2003) is of the view that kids with poor scholarly aptitudes are progressively forceful and are the ones who observe more brutality on the TV. It is accepted that brutality in the media prompts forceful conduct. (Abel, 2005, Huesmann, 1986 as refered to in Kundanis, 2003 Johnson, 1998). These creators accept that if kids are presented to savagery in the media it will negatively affect them in which they will get forceful. Kids who act forcefully will in general convey this conduct with them to adulthood and some of the time influence harm to everyone around them. As indicated by Johnson (1998), kids carry on what they find in the TV. The majority of the things that kids carry on are the negativities. These incorporate smoking, slaughtering, battling and murdering just to give some examples. As indicated by Johnson (1998) many accept that the guardians are the ones to be accused for kids being presented to wrongdoing and viciousness in the media. Anyway guardians can accomplish such a great deal and no more to end that. This is on the grounds that, not all the time will they be around to screen their children’s watching propensities, the kind of music they tune in or the sites they visit. It is concurred that the can have an influence in constraining it however not to the full degree. It is the media’s obligation to shield kids from materials that could hurt them (UNICEF, 1991), anyway they are not having their impact thus kids are in danger. Youngsters should be ensured against whatever will in at any rate hold onto their capacity to grow up with the important ethics and qualities. Being presented to sex entertainment will here and there upset that. In light of an exploration done by Ybarra and Mitchell (2005) 90% of the kids between the ages of 12 and 18 approach the web. The more access a kid has to the web, the more uncovered the person in question is to the web. When the web association is there, explicitly unequivocal substance are only a tick away. Most occasions when kids are riding the net a spring up screen window seems disclosing to them that they have won the lottery or some of the time it is through something extremely alluring. This is to convince them so they will be interested about what's going on their screen. While some will overlook it, there are other people who will wander further into it not comprehending what they are getting themselves into. The vast majority of these things lead to explicit substance. Kids are accidentally being presented to sexual substance in the media (Ybarra Mitchell, 2005). Most youngsters sign on to the web with no aim of survey pornography anyway winds up doing only that. The media keeps on misusing children’s rights by presenting them to sex entertainment on the web, in films and broadcast programs (Media Code of Conduct, 2005). Despite the fact that the media subscribe to guaranteeing that they don't disregard children’s rights they are bombing all the while. Youngsters accept what they see on the media, regardless of whether it be valid or bogus. This is on the grounds that the media produces numerous things that give off an impression of being genuine. Kids look to certain TV characters as their good example, regardless of whether they star in a film, a network show or something to that effect. Be that as it may, what they neglect to acknowledge is that more often than not what their good examples are depicting isn't really something worth being thankful for. To youngsters what is seen on the TV is a portrayal of the real world (Baran, McIntyre Meyer, 1984). Along these lines activities like smoking are worthy and the sum they see on the TV is ordinary since TV is reality. As per Berger (2008) truth can be stranger than fiction, so what an individual accept is attached to what they have seen. In this manner when a kid sees something the person is certain that it exists. Seeing empowers them to discover with their own eyes that it is in reality. Despite the fact that the Media Code of Conduct expresses that they invest in guaranteeing that the media doesn't disregard the privileges of a youngster, next to no is done to forestall that. This is so in light of the fact that kids are as yet being presented to all the negativities that the media offers. More noteworthy accentuation should be put on shielding youngsters from the risks that are available in the media. This will empower each youngster to carry on with a sound way of life which they really merit. It is in truth the media’s job to satisfy their guarantee of shielding youngsters from the damage and risks that they offer. The most effective method to refer to The Role of the Media in the Violation of Children’s Rights, Essay models

Crime and Punishment analysis essays

Wrongdoing and Punishment examination articles Everybody in their background some sort of devilishness or wrong doing in which causes some sort of mental unsettling influence. In Crime and Punishment, Fyodor Dostoyevsky utilizes the five fundamental artistic components so as to show the outrages of wrongdoing; that wrongdoing is a superfluous insidiousness that just achieves enduring, for example, blame, ailment, dejection and discipline. The five fundamental scholarly components used by Dostoyevsky are setting, plot, portrayal, style and topic. For example, Dostoyevsky utilizes the scholarly component of setting to show that wrongdoing is importantly trailed by blame, and just motivations a contrary impact on that individual who is at fault of the wrongdoing. The setting of Crime and Punishment happens in St. Petersburg, the capital of Russia, amidst its pained progress to the advanced age. Through Dostoyevsky utilization of setting we see that wrongdoing causes enduring and coerce. For model, he utilizes typical events at a police headquarters to worsen the heroes (Roskolnikov) blame. Moreover, we see the enduring of Roskolnikov through Dostoyevskys striking portrayals of his devastated room; He woke up tense, bilious, bad tempered, and looked with disdain at his minor room. It was brief work area, six stages long...the roof was low to the point that a man of any tallness couldn't remain there without the sense that he was going to knock his head.(37) Besides, using plot, Dostoyevsky shows his emotions that wrongdoing is went with dejection. Ive truly got the opportunity to go. I needed to let you know mother...and you Dunia, it would be in an ideal situation in the event that we ...isolated for a while.(336) This announcement by Roskolnikov demonstrates the degree to which his wrongdoing has secluded him, further showing Dostoyevsky conviction that wrongdoing involves forlornness. Moreover, ... <!

How to Write Illegal Immigration Essay

How to Write Illegal Immigration Essay Immigration has always been a painful issue, and in light of the recent U.S. events, it is becoming even more urgent. The Syrian refugees, the travel ban imposed by the Trump administration, the aggravation of racism-based attacks â€" all of these make immigration an unavoidable topic of discussion and, in case of college students, academic writing. You are quite likely to be assigned to write an essay about illegal immigration, and if you have, you should make efforts to approach it right. Key difficulties when writing an illegal immigration essay To better prepare for writing the paper, you should first understand what you are getting yourself into. Immigration is a rather widely discussed topic, so writing it will unavoidably be connected with some major difficulties. Opposing points of view As with almost anything in politics, you can’t really stay in the middle and prevent yourself from taking any side. The experience proves that people can’t tolerate political views opposed to their own â€" at least, in most cases. That’s why by writing this essay you should be extremely careful in order not to offend the feelings of your readers. Even the most unbiased of professors might start taking your arguments with a grain of salt if you go against what they believe to be right. A diverse issue that requires research You can’t be just for or against immigration, because there are so many aspects to it. If it was simple, the debate surrounding it would not be so heated. If you are proposing something in your essay about illegal immigration, you will have to do extensive research about the appropriate legislation and practices. Any surface assumptions will not be taken seriously, that’s for sure. Prepare yourself for some digging. The danger of losing the human touch In distancing yourself from the problem of people who are immigrating illegally, you run the risk of losing what it takes to solve the issue effectively â€" the human touch. It’s easy to just close borders and forbid any kind of immigration, excepting a few selected people every year. But there are reasons why people choose to abandon their homes and live illegally in another country. There are wars and political oppression, for example. What are refuges â€" should they be considered legal or illegal immigrants? There are so many sides of the immigration issue itself, that you could never use the one-size-fits-all approach. Angles to consider If you haven’t been assigned a question to answer in your illegal immigration essay, then you will have to come up with an angle on your own. Being a diverse issue, illegal immigration offers plenty of opportunities. The “for and against” kind of paper will be too general and thus won’t offer any actionable measures. Here are but a few of the more specific angles you could use in your paper: Legislation The legislation area is admittedly rather wide, but it doesn’t mean you can’t focus on a legal act or two. You can analyze it and then propose ways to improve it to better reflect the modern realities of illegal immigration. Please note that in this approach, you will have to take into account international legislation as well, not only the U.S. laws. The Dreamers Dreamers are youth that have grown up in the U.S., having been brought to the country by their parents. Strictly speaking, they are illegal immigrants. In reality, however, they haven’t known any other home country beside the U.S. That’s why deporting them is a cruel measure. Up until recently, such people were protected by the Dreamers Act, which let them get education and then employment on legal grounds. The Trump administration, however, revoked the Act, affecting thousands of students all over the U.S., provoking outrage in academic circles. The very phenomenon of a person who has been brought to the country illegally but grew up as a full-fledged citizen is one worth studying. The Trump Wall Nobody expected the wall project to be a real one, and yet Mr. President is making it happen. What are the implications of erecting such a structure on the U.S. border? Does it have any real-life value and how will it influence the relationship between the U.S. and its neighbors? Is the wall project feasible in modern realities? The reasons of illegal immigration When you write an essay about illegal immigration, search your memory for people you know that have left their home countries to live in the U.S. illegally. Why did they do it? What forced them out of their homes? Was it the desire to live a better life or something more sinister like a war or oppression? The stories of real people can help paint the general picture. Maybe if some of the factors causing illegal immigration could be addressed by governments of other countries, the flow of immigration to wealthier countries could be reduced. General recommendations on how to write an essay about illegal immigration As any other paper, this one should follow best practices of the academic writing area: Extensive research of relevant sources In your essay illegal immigration should be studied rather deeply, at least the aspect of it that you are writing about. That’s why you’ll need to spend plenty of time going over the sources. Without it, the paper won’t be comprehensive enough. Luckily, the immigration being a widely discussed issue, you shouldn’t have any problems finding all kinds of information. A well-established, debatable thesis statement In your essay illegal immigration thesis statement should be one that fits all the established criteria. It should be specific enough to allow research in the scope of your paper. It should be broad enough to cover all sides of a certain aspect. It should be debatable and provable. And finally, it should be urgent, i.e. relevant to modern realia. Appropriate structure Any paper that aims for a high grade should be structured according to the rules established by your college or university as well as follow general writing guidelines. Most papers follow the regular 3-part structure, where the thesis statement belongs in the introduction, body paragraphs are intended for arguments, and the conclusion summarizes what has been said. In any case, consult your prompts and relevant writing guides. Appropriate citation and formatting Any paper should follow the established rules of citation. Otherwise, it will qualify as plagiarism. Find out the style you are supposed to follow and then download the latest style guide to make sure all the norms are met. Alternatively, you can use an online citation tool, just make sure it relies on the latest norms.

Supply Chain Management For Fast Fashion Industry

A study in sustainable collection in the supply chain process in the fast fashion segment of fashion industry; a case study based approach focusing on HM and its main competitors. Abstract In recent years, the rapid changes in the fast fashion industry, a highly concerned about environmental issues as well as the sustainability for the company. Thus, it is a big challenge for the company s global operations to think about how to use the market intelligence, sensitive response and do more eco-friendly produce to stand out in a competitive market. In contradiction of fast fashion strategy, their supply chain must have the capabilities of fashionable design, quick response, and affordable costs. Therefore the operation decisions of supply†¦show more content†¦In addition, H M is the world s first fashion garment company to implementation of the global recovery action, which offers its customers an opportunity to recycle old clothes or unnecessary apparels. On the other hand, H M try to save displacement, in order to achieve this ambition; they discover a way to change in denim martial and some production methods, which requires large amounts of water for other products. Also, they educate workers who work in their garment factories about their own rights and provide relevant class of fire safety training to their suppliers and managers. Because of environmental consciousness, HM launched the conscious collection and the supply chain is different compare with the traditional one. To investigate the differentiation in sustainable collection and what its supply chain need to change in different aspect and how the fashion industry can address sustainability. Market characteristics of fast fashion in the fashion industry A lot of fashion garment companies have realized that affordable, high turnover rate and fast fashion sensitivity is important, however, the typical high-margin business model also attracted ethical issue. (Aspers and Skov 2006) In recent years, the international famous garment retailer include HM, Top Shop, Zara used the fast fashion model innovate the fashion industry. Fast fashion retailers have replaced traditional push model, use pull model can able to respond toShow MoreRelatedSupply Chain Management For Fast Fashion Industry1623 Words   |  7 PagesA study in sustainable conscious collection in the supply chain process in the fast fashion segment of fashion industry; a case study based approach focusing on HM and its main competitors. Abstract In recent years, the rapid changes in the fast fashion industry, a highly concerned about environmental issues as well as the sustainability for the company. Thus, it is a big challenge for the company s global operations to think about how to use the market intelligence, sensitive response and do moreRead MoreSupply Chain Management For Fast Fashion Industry2861 Words   |  12 Pagesstudy in sustainable collection in the supply chain process in the fast fashion segment of fashion industry; a case study based approach focusing on HM and its main competitors. Abstract In recent years, the rapid changes in the fast fashion industry, a highly concerned about environmental issues as well as the sustainability for the company. Thus, it is a big challenge for the company s global operations to think about how to use the market intelligence, sensitive response and do more eco-friendlyRead MoreZara Supply Chain1103 Words   |  5 PagesZara Company supply chain management system. It divides the supply chain process into three distinct phases. It shows how the company has managed to embrace technology to deliver its products to customers in real time. The paper also contains a comparison between Zara and its main global competitor in the market. The paper concludes by outlining some of the challenges the company is facing as it expands into the Middle East and other regions in the world. Zara Supply Chain Management IntroductionRead MoreCase study: ASOS and Topshop1547 Words   |  7 Pagesfor supply chains of ASOS and Topshop Word counts: 1273 11th March 2013 Table of Contents 1.0 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦3 2.0 Overview and Demographics 2.1 ASOS †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 2.2 Topshop †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 3.0 Supply Chain 3.1 Supply Chain of ASOS †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5 3.2 Supply Chain of Topshop †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 7 4.0 Conclusion †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9 5.0 Bibliography †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..10 1.0 Introduction ‘Fashion industryRead MoreZara- Rapid-Fire Fulfillment1006 Words   |  5 PagesZara-Rapid Fire Fulfillment BUS3022/Fundamentals of Supply Chain Management August 19, 2013 Oliver Schwabe Zara-Rapid Fire Fulfillment It is becoming apparent that the ever changing environment in the global marketplace requires a swifter response time from businesses and their supply chains. The era when production was moved overseas, so businesses can take advantage of low-cost labor is coming to an end, because businesses are not only competing on price but also on time. TheRead MoreManaging Product Procurement : Supply Chain1566 Words   |  7 Pages8. Risk management The most frequent activity in supply chain is to manage product procurement; supplies means a process from manufacturer to have inventory and to meet the market demand. The purpose to supply is to use the lowest cost but provide fast, accurate and stable delivery date to respond customers orders. In the supply chain, Possible risks include In the supply chain, supplier and manufacturer could meet such as supply risk, strategic risks and operational risk. The main risk comesRead MoreThe Fast Fashion Business Model1317 Words   |  6 PagesThe Fast Fashion Business Model 1.What are the key characteristics associated with the fashion markets that support this model? Because of the continuous change in consumer demand in a very short span of time creating high complexity for the supply chain, the demand for apparel in fast fashion industry is volatile. A fast fashion retailing company can optimize its performance and remain competitive by creating agile supply chain. Agile supply chain is paramount to achieving the ultimate in profitRead MoreCarbon Emissions And Its Effect On The Environment1733 Words   |  7 Pagesand 2013. (See appendix 5) 8. Risk management The most frequent activity in supply chain is to manage product procurement; supplies means a process from manufacturer to have inventory and to meet the market demand. The purpose to supply is to use the lowest cost but provide fast, accurate and stable delivery date to respond customers orders. In the supply chain, Possible risks include In the supply chain, supplier and manufacturer could meet such as supply risk, strategic risks and operationalRead MoreThe Models Of Fast Fashion945 Words   |  4 Pagesconsumer, who often forgets that the previous stages of the life cycle of a product have an environmental and social impact that is many times greater to use thereof, clothes and accessories are no exceptions (Fernando 2015). The concept of fast fashion fast fashion or refers to a phenomenon of mass production and consumption that increases at the same rate at which trends are undergoing modifications. In the consumer model clothing collections that mimic current trends at low cost are purchased, soRead MoreZara s Supply Chain Of Zara1300 Words   |  6 PagesZara’s Supply Chain Zara is characterized by its unique and rapid-fire supply chain that is governed by the vertically integrated system that links their shops, designers, and distribution system. The key players in this system are the wholesalers and retailers, so controlling the activities of those mark the success of the business. Zara’s system is so integrated that makes it hard for other competitors to nail the starting point of a similar product. In the Design Phase, 300 professional designers

Female Offenders And Sexual Abuse - 895 Words

As the video states that today there are three times as many women in prison as there were just ten years ago, the sizable number of female offenders had serious drug problems, more than half were victims of physical abuse, over a third had been sexually abused, and about a quarter those offenders has attempted suicide. Many of the women offender are not married or they are single parents, or they may have run away from home and is without home fighting to survive. Women were less likely than men to have offended and committed a crime because women grow out of crime, they are most likely to desist from offending in their late teens. Many of the offenders have been in the jail because of their family background, as in the documentary Heather Zerangue said her mom has been to prison and because the judge knew about her history, he had said to her that he was gonna put a stop to her before she got on her mother`s track. There are many women convicted of manslaughter or murder because th ey have committed murder of their boyfriend or husband during abuse toward them or someone close. Women in the prison face many problems, some resulting from their lives prior to imprisonment, and others resulting from their imprisonment itself. Women in prison have experienced victimization, unstable family life, school and work failure, and substance abuse and mental health problems. Social factors that marginalize their participation in mainstream society and contribute to the rising numberShow MoreRelatedThe Alcohols/Drug Scale Identifies Use in Youth1278 Words   |  6 Pagesdifferences between maltreated and non-maltreated female juvenile offenders (Roe-Sepowitz and Krysik, 2008). The results indicate that a majority of 118 female juvenile sex offenders had many environmental stressors in their childhood. The environmental stressor include poor household conditions, broken and messy families, low parental care or contact, substance and alcohol use, and severe school and psychological issues, etc. Female juvenile sex offenders who were maltreated as children were more likelyRead MoreJuvenile Female Sex Offenders : Offender And Offence Characteristics933 Words   |  4 PagesWriting Assignment #1 CRIJ 2313-Dr.Koenigsberg 9/17/14 Juvenile Female Sex Offenders Wijkman, Miriam, Catrien Bijleveld, and Jan Hendriks. Juvenile Female Sex Offenders: Offender And Offence Characteristics. European Journal Of Criminology 11.1 (2013): 23-38. European Journal Of Criminology. Web. 14 Sept. 2014. http://euc.sagepub.com/content/11/1/23. For this critical paper I evaluated the article, Juvenile Female Sex Offenders: Offender And Offence Characteristics†. This article conforms to theRead MoreThe Nature of Criminal Persistence by Females861 Words   |  3 Pagespersistence by females from feminist, life course, and traditional criminal perspectives and examines two trajectories of criminal behavior: (1) Increasing rates of offending females, with offenses committed by females occurring at lower rates than for their male counterparts; and (2) Reported rates of sexual abuse occurring two to three times more often for female offenders than rates for the general population. The literature has increasingly identified and described female offenders in terms of discreteRead MoreIntroduction. Many Studies Have Examined The Perceptions898 Words   |  4 Pageschance of becoming sexual offenders themselves in the later future. The topic I chose to study involves the relationship between male and female victims of previou s sexual abuse and the likelihood of reoffending. I decided to explore this topic since there does not appear to be much research that compares the gender aspects of sexual abuse and if there is a significant difference between genders and reoffending. Most studies compare both male and female victims of sexual abuse and the risk of themRead MoreThe Consequences Of Early Studies On Attraction To Children1380 Words   |  6 Pagesstudies on the victim-offender cycle specifically regarding CSA became more frequent in the late 1990’s, so the studies summarized in this section will be studies based off these early studies. The more recent studies have improved upon older studies by great measures, so it is necessary only to go into depth with the newer information. One of the earliest relevant studies was performed in 1996 by Briggs and Hawkins, where they took a convenience sample group of male sex offenders against children whoRead MoreThe Root Causes of Sexual Offending: Social Learning Theory1319 Words   |  6 Pagesetiological theories exist attempting to explain the root causes of sexual offending. Although few provide substantial evidence and no definitive conclusions have been made, the social learning theory has been proposed to account for sex offending behaviors. Specifically, the social learning theory, or victim-to-victimizer theory, suggests sexually abused children learn these behaviors and are much more likely to perpetrate abuse when they’re older (Seto Lalumiere, 2010). The following studies haveRead MoreFemale Offenders : Involvement Within Criminal Justice System Essay1603 Words   |  7 PagesSantigo 　　　　Crimnal Investigation 　　　　Dr.Ray 　　　　12-3-16 　　　　 　　　　Female Offenders: Involvement within Criminal Justice System 　　　　 　　　　Fines are preferable to imprisonment and other types of punishment because they are more efficient. With a fine, the punishment to offenders is also revenue to the State. According to Bureau of Justice Statistics, females are account for 14 percent of the violent crimes. The growing rate of females incarceration calls for a critical evaluation of social impact ofRead MoreChild Molestation Is the Most Horrible Crime an Adult Can Commit1466 Words   |  6 Pagescrime. Who are child sex offenders? Do they look like monsters? The fact is a child sex offender can be anyone. A child molester is often a person the victims parents or the victims think they can trust. The devastation these people cause their victims is tragic. Their victims are certain to suffer a lifetime of emotional trauma. Child sex offenders should not get a second chance. They should get life in prison for their first offense. More than one-half of offenders (about sixty percent) areRead MoreThe Crime Of Child Abuse1184 Words   |  5 Pagesby both males and females is the crime of child abuse. â€Å"Child abuse† has many deviations when it comes to its definition because it can be categorized in various forms. According to experts, physical abuse is to physically hurt or injure, such as bruising or braking bones. Sexual abuse is being exposed or manipulated in a sexual manner by someone older and emotional abuse is undergoing emotional attacks, such as verbal abuse or humiliation. There are still other forms of abuse, which can be moreRead MoreChildhood Victimization And Adult Criminals Essay1474 Words   |  6 Pageschildhood abuse, neglect, or sexual abuse and adult criminals. A common assumption amongst those in the field of criminal justice is that most adult criminals were victims of physical abuse, sexual abuse, and/or neglect in their childhood. A study by Steele in 1975 found that, of 200 detained juvenile offenders, between 72% and 84% had backgrounds of child abuse (Weeks Widom, 1998). A 1979 study by Lewis, Schanok, Pincus, and Glaser found that of a sample of male juvenile offenders, 75% had experienced

Americanization of Canada Free Essays

Former Canadian Prime Minister, Trudeau once compared living next to America to sleeping with an elephant. He said, â€Å"You can not help but be aware of its every movement. † American culture influences not only Canadian culture but also the culture of every country in the world. We will write a custom essay sample on Americanization of Canada or any similar topic only for you Order Now Sneakers, blue jeans, burgers, and Hollywood blockbusters are only some of the many ways American culture impacts everybody. One of the most telling signs of Americanization seems to be the spread of American burgers and cola to nearly every country on earth, crowning the United States as the king of pop culture. Since the start of the 21st century, the massive role that the United States plays in every aspect of Canadian life continues to grow more apparent. Canada and America are each others main allies because of their proximity in terms of culture, history and geography. Canada’s floundering identity is slowly diluting and digressing towards a more assertive American way of life. By choosing to model their society and economy after America’s, the threat of Canada failing to create a distinctive heritage for itself becomes much more realistic and apparent. By defining America, their society, and economy one can see the threat of Canada losing its heritage is increasing. The Canadian and American relationship is much like the relationship of Siamese twins. They can not be separated without one of them dying and they can not be apart no matter how hard they try. This makes it even more difficult for Canada to establish their own identity and purpose because America’s cultural influences are so profound and apparent in Canadian culture and way of life. No matter how hard they try, Canada’s culture will always be intertwined with America’s culture. The media is one major way that America has influenced Canada. Canada does not have a true identity and from an outsider of both countries, they will often confuse America and Canada. How to cite Americanization of Canada, Essay examples

Reaction Time free essay sample

â€Å"Reaction Time† is the interval of time between the application of a stimulus and the detection of a response and has been thought to differ based upon the effects of modality and warning signals. In the â€Å"Reaction Time† experiment a total of 24 students from the University of Cincinnati participated in an experiment consisting of two sensory modalities, audition and vision, which were combined with two levels of warning signal status. The two levels of warning signal status were signal onset and signal offset. This provided a total of four experimental conditions and is described as a two by two repeated measures design. The independent variables included both modality and warning signals, while the dependent variable was reaction time. From the results of the experiment, significant evidence in differences of reaction time could be related to both modality and reaction. Furthermore, the experiment showed significant evidence that auditory stimuli accompanied with a signal onset provided faster reaction times compared to visual stimuli accompanied without a warning signal. We will write a custom essay sample on Reaction Time or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The Effects of Warning Signals on Reaction Time to Auditory and Visual Stimuli Reaction Time has been studied for numerous years in efforts to understand the effects modality and warning signals have on a response stimulus. The basis of â€Å"Reaction Time† was to examine and test the effects both warning signals and auditory/visual stimuli have on response time as found in prior research findings. Past research, including that of Woodworth and Schlosberg (1954), Elliot (1968), and Kohfeld (1971) found that different sensory stimuli resulted in different reaction times, while other researchers, including Foley and Dewis (1960), Blackman (1966), and Niemi (1981), examined the effects of foreperiods and expectancy on reaction time. More specifically, â€Å"Reaction Time† was an experiment conducted to specifically examine the discrepancies in time with regards to both auditory and visual stimuli (modality) via the underlying processes organisms experience and to examine the effects warning signals have on time delay. In efforts to understand the relationships between reaction time to auditory and visual stimuli, one must first establish what reaction time is and then examine the processes involved in audition and visual perception. First, reaction time is the interval of time between the application of a stimulus and the detection of a response, in which the response is followed by any reaction to the stimulus. The delay of time reflects the time taken by several mechanisms of the organism to process information. Such mechanisms include components like: sensory encoding, stimulus identification, response selection and response execution. With this kept in mind, a process so complex can be influenced by several factors including: the nature of warning signals that precede the stimulus to be detected, and the sensory modality of stimuli. To provide a clearer picture of what is happening during this process one can envision how this may be demonstrated in real life. First, a person touches hot water streaming from the faucet and the nerve endings from the finger send signals to the cerebellum by means of the spinal cord. Here, the brain interprets the sense of touch as hot and hurting and therefore sends signals via arm muscles to move the arm away. In this example, the reaction time is the difference between the organism touching the hot water and time it took to pull the arm away. The response stimulus, the signal that indicates an organism should respond, is the cerebellum because it is indicating that there is an unpleasant feeling and the arm should move away. Thus, the cerebellum undergoes sensory encoding; it deciphers the signal from the nerves of the finger as a sensory phenomenon (in this case touch). The cerebellum identifies the stimulus as pain (stimulus identification) and selects a response stimulus such as pulling the arm away. At this point in the scenario, the cerebellum makes a response selection that communicates to the muscles to move the arm away. When the arm physically moves, the response execution is occurring. With this kept in mind, it is important to also take note of the different types of reaction time experiments including: simple reaction time and disjunctive reaction time. During simple reaction time a subject must react to the presence of the response stimulus, such as the process that occurred with the hot water streaming from the faucet. Disjunctive reaction time occurs when a subject will have more than one choice of responses to a stimulus. Therefore, a subject must not only react to the response signal, but they must also identify which response is appropriate. In this situation, reaction time delay may be attributed to the process of identifying which response is appropriate. Disjunctive reaction time is used for the purposes of the â€Å"Reaction Time† experiment with the use of modality and warning signals as independent variables. Though the two types of reaction time experiments differ, both simple reaction time and disjunctive reaction time undergo similar processes including: sensory encoding, stimulus identification, response selection and response execution (as described earlier). Each step of the processes is essential as they help explain the lag difference between reaction time and stimulus detection. The difference in reaction time to a stimulus can specifically be attributed to response stimulus modality. Response stimulus modality refers to the type of sensory medium that the signal acts upon, in this case auditory or visual perception. In the previous work of Woodworth and Schlosberg (1954), it was found the auditory stimulus was 40 milliseconds (ms) faster than the visual stimulus with regard to reaction time. The experimenters continued to hypothesize the difference was due to organ structure, in which audition was found to be a mechanical process (allowing for quicker reactions) and vision established as a chemical process, resulting in slower reaction times (Woodworth Schlosberg, 1954). The difference in reaction time was essential as it provided a basic scientific knowledge of the underlying mechanism involved in completing a reaction time modality activity. Elliot (1968) wrote about the studies of simple visual and simple auditory reaction times suggesting that most if not all of the difference in a longer reaction time was attributed to the failure of prior experimenters (like Woodward and Schlosberg) to accurately target the fovea of the eye. More specifically, he argued that if the eye was not fixated on the target, then the stimulus would hit peripheral areas know to yield slower reaction times than does with the fovea area (the fovea is a small depression in the macula lutea of the retina, containing the area of most distinct vision). When the fovea was targeted at 0 degrees of visual arc the delay was reduced to 17 milliseconds, compared to Woodward and Schlosberg 40 ms, due to the increased number of photoreceptors located at the fovea. Elliot also observed that as distances from the fovea increased, reaction time also slowed down (Elliot, 1968). Though Elliot controlled the experiment in regards to peripheral vision and distance, it was still found that differences in modality could continue to account for the differences in reaction time. Kohfeld (1971) however, explained the differences between auditory stimulus reaction time and visual stimulus reaction time as invalid because both stimuli could not be measured on the same scale. He furthermore emphasized that special considerations were needed to be taken when comparing auditory and visual stimuli, in effort to ensure proper measurement validity. Kohfeld argued the intensity of the auditory signal was greater than the intensity of the visual signal when place on the same scale; this scale was measured in decibels. His findings indicated that if the stimulus was presented at less then 30 decibels the difference could be attributed to an unrecognizable stimulation of photoreceptors, however when presented at greater than 30 decibels there was no difference in reaction time for modality (Kohfeld, 1971). Kohfeld contributed to the â€Å"Reaction Time† study as he controlled for the experiment by measuring the two stimuli on the same scale, which was measured in decibels. In this experiment, warning signals were also examined with regards to reaction time involving auditory and visual stimuli. A warning signal is essentially a signal that informs the organism a response stimulus is about to be presented. Furthermore, an optimal preparatory state for the warning signal can be reached, but will only be maintained for a brief period of time. An optimal preparatory state is the duration of time in which a person suspects for a stimulus. Participants can bring about peaks of preparation and respond more quickly as these peaks have more temporal overlap with the auditory response stimulus in comparison to a visual stimulus. A warning signal continues to alert participants that a response signal will occur soon, thus allowing them to prepare to respond. During the preparatory period or foreperiod, the period directly following a warning signal and before a response signal, a participant can undergo a mixed block or pure block set of trials. A mixed block is a set of trials with differentiating timed foreperiods (the exact number and duration of these periods is set by the experimenter). A pure block is a set of trials featuring only one timed foreperiod duration. More specifically, if a mixed block has been set by the experimenter then varying time between the preparatory periods are made before the response signal, whereas a pure block of trials features only one preparatory period or duration before a response signal. Another important spect of mixed block and pure block trials is the critical moment. The critical moment is the possible time needed of a response stimulus relative to the warning signal to sustain optimal preparatory states in a set of trials. In the case of a mixed block, the number of critical moments is equal to the number of foreperiods being used, while a pure block has only one critical moment. Lastly, in the experiment for â€Å"Reaction Time,† imperative moment can also be measured and is the actual time it takes to complete a response in a given trial. Foley and Dewis (1960) examined the relationships between the duration of the foreperiod and the duration of the warning signal in simple reaction time experiments and found that effective foreperiods starting with the onset of a warning signal and a two second effective foreperiod resulted in significantly faster reaction times in comparison to four or eight second foreperiod reaction times without warning signals. Onset of a warning signal indicates to the participant to be ready to respond by its advent. Foley Dewis, 1960). Foley and Dewis’s contributed to â€Å"Reaction Time† experiment as they examined varying times between the preparatory periods and the response signals, not to mention the onset of warning signals. In the experiment conducted by Roger Blackman (1966), it was suggested that the warning signal used in a reaction time experiment may influence two factors, which affect a participant’s readiness to respond and include: temporal uncertainty and expectancy. Temporal uncertainty is the inability of a participant to estimate the moment of presentation of an expected event, or for the purpose of â€Å"Reaction Time† a stimulus. For example, if a participant has to synchronize a response with the onset of a response signal, the variance in response latency increases positively with the foreperiod. Thus, as the foreperiod increases, the time uncertainty will increase. In congruence with the â€Å"Reaction Time† experiment, the increase in time uncertainty is assumed to reduce the participant’s preparatory state at the imperative moment, which in turn prolongs reaction time as well. In the case of pure blocks, time uncertainty is the only factor that determines the variation in the preparatory state, which continues to explain the observed reaction time increase as a function of foreperiod (Blackman, 1966). Another variable affecting a participant’s readiness to respond is expectancy. In mixed blocks, time uncertainty is considered to be controlled by the expectancy of the participant in regards to which of several critical moments is going to be important on a given trial. This assumes that participants in a mixed block will form a belief about when the response signal will occur. The closer the response signal occurs to the time the participant believes it will, the faster the participant’s reaction time will be. Blackman (1966) validated that warning signals help reduce temporal uncertainty, in which reaction time on trials with a warning signal will be faster than trials without warning signals (Blackman, 1966) Like Blackman, Pekka Niemi (1981) was particularly interested in simple visual and auditory reaction processes, with the most emphasis on preparatory periods. He found there were foreperiod variables which affected reaction time and included: duration, regularity, range, distribution, and preceding foreperiods. He also examined factors affecting the relationship between foreperiods and reaction times including: modality, intensity, probability, and duration of the warning signal and reaction stimulus. Through his research a subject’s expectancy is the most important determinant of the preparation to respond to the reaction stimulus at any moment during a trial. Niemi furthermore found that other factors have a direct influence on preparation and include: short-term exhaustion and fatigue and immediate arousal evoked by intense auditory stimuli (Niemi, 1981). Much of what has learned to be the source of difference in reaction time can be attributed to both preceding foreperiods and expectancy. From the works of Woodworth and Schlosberg (1954), Elliot (1968), Kohfeld (1971) on modality, it is predicted auditory signals will be reacted to faster than visual signals in the â€Å"Reaction Time† experiment and that both stimuli will provide significant results in the differences in reaction time. Also, because of findings from Foley (1960), Blackman (1966), and Niemi (1981) on warning signals, it is predicted the presence of a warning signal will cause a faster reaction to the stimulus in comparison to a reaction time in which no warning signal was present. When the two factors are simultaneously combined it is predicted the faster reaction time will occur when a temporal warning signal are present and slower reaction times will result when a visual stimulus is presented without a warning signal. Method Participants A total of 24 students from the University of Cincinnati participated in the research for the experiment â€Å"Reaction Time† with an age range from 19 to 30 and a mean age of 23. Participation was voluntary and students participated from Dr. Warm’s 381 Research Methods class to provide data for the first laboratory report. The data collected was composed from both male and females, where females were numbered under the â€Å"age column† as one and males were numbered under the â€Å"age column† as two (Appendix C). Each participant received 36 trials including nine consecutive trials under each of the following conditions: bar onset/ acoustic signal, bar offset/ acoustic signal, bar onset/ visual signal, and bar offset/ visual signal. Nevertheless, the same 23 students participated in all conditions. All participants were treated in an ethical manner (American Psychological Association, 1992). Experimental Design During the experiment two sensory modalities, audition and vision were combined with two levels of warning signal status. The two levels of warning signal status were signal onset and signal offset. This provided a total of four experimental conditions and is described as a two by two repeated measures design. Apparatus Reaction Time was an experiment conducted via a Pentium IV PC computer using SuperLabs software, in which all stimuli were randomized by means of the Pentium IV PC computer. The computer recorded reaction time in milliseconds (msec). The stimuli involved for the purposes of this experiment include: signal onset, signal offset, audition stimuli and visual stimuli. Preparatory intervals of 2. 1, 2. 4, and 2. 7 seconds were delineated by either the onset or offset of a warning bar located in the center of the screen of the Pentinum IV PC computer (it is 29 mm long). Furthermore, a warning bar onset remained illuminated until subject responded to the signal. Procedure Each participant from this study received 36 trials including nine consecutive trials under each of the following conditions: bar onset/ acoustic signal, bar offset/ acoustic signal, bar onset/ visual signal, and bar offset/ visual signal. Twelve separate condition sequences were randomly assigned to the participants of the study. The 12 condition sequences were as follows: (1234), (1324), (4231), (4321), (2143), (2413), (3142), (3412), (1342), (1432), (2341), (2431), (3124), (3214), (4123), and (4213). Furthermore, the order of preparatory intervals was randomly varied by the computer for each participant; each preparatory interval appears three times within each block of nine trials. Stimuli were given on an average of rate of 1 trial every eight point four seconds, where the maximum stimulus duration was two seconds. Hence the signal to be detected vanished as soon as the participant responded appropriately. Before the actual progression of the experiment, participants were given five practice trials. First place the disc in the disc drive and turn the computer and the monitor on. Now wait for the light on the disk drive to go off and follow the instructions provided by the computer. The computer screen will display a message that says â€Å"PRESS THE SPACE BAR TO GO ON TO THE FIRST CONDITION’S PRACTICE TRIALS,† in which the experimenter can bring in and seat the participant. The experimenter will then proceed to ask the participant which hand is his or her preferred hand (left or right) and read to the participant how to participate in the study via the space bar on the computer and will explain that there will be four portions to the experiment. The experimenter also mentions at the beginning of each portion, the participant will receive five practice trials. If, at any point during the practice, the participant has questions, they are free to ask them. After the participant finishes the practice trials of the experiment, the experimenter will press the space bar to continue and the participant will read instructions for the first part of the experiment. During this portion of the experiment a bar will appear in the center of the screen. The bar is the warning signal indicating to the participant they should prepare to respond. Shortly after the bar has appeared, the participant will hear a tone. Whenever the participant hears the tone, they are to press the space bar as quickly as they can. Now, the experimenter will once again press the space bar to begin the practice trial and the participant is to respond just as they did in the practice trials, the only difference being that all of the trials presented before them will be given a rest and therefore the participants are to continue until they are told to stop. Once the participant finishes this portion of the experiment, the experimenter can press the space bar to continue. Now, the participant will look for a bar on the computer screen which will disappear from the center of the screen soon after. This is the warning signal indicating to the participant to respond. Shortly after the bar has disappeared, the participant will hear a tone. Whenever they hear the tone, they are to press the space bar on the computer as quickly as they can. Once again, the experimenter presses the space bar to begin the practice. During the next portion of the experiment, the participant is to respond just as they did in prior practice trials, except now it is not a practice trial. The experimenter will press the space bar and explain to the participant what they are to do for the third portion of the experiment. During the third portion of the experiment a bar will appear in the center of the screen. This is the warning signal indicating to the participant to prepare to respond. Shortly after the bar has appeared, the participant will see a small black of light appear. The experimenter will press the space bar to begin the practice. Once the practice is over, the participant will take part in the actual experiment just as they did in the practice trials. The experimenter will then press the space bar to continue and will read the following instructions for part four of the experiment. During this portion of the experiment, a bar will appear and then disappear from the center of the screen. This is the warning signal indicating to the participant that they should prepare to respond. Shortly after the bar has disappeared, they will see a small bloc of light appear near the center of the screen. Whenever the participant sees the bar appear, they are to be prepared to respond The experimenter presses the space bar to continue and when the task is completed explains the next part of the experiment. During the next portion of the experiment, the experimenter is to respond just as they did in the practice trials. The only difference now is that it is no longer a practice trial. The experimenter can press the space bar to continue so that the task can be completed by the participant. At the end of the experiment, the computer will read â€Å"END OF EXPERIMENT. PRESS SPACE BAR TO LIST RESULTS. † Now, you can thank the subject for his or her participation and guide them to the nearest exit. In order to recover the results, press the space bar to list the results as instructed by the computer and copy the results exactly as listed. Also label the data sheet accordingly as it appears on the screen. Lastly, to prepare for the next participant, turn the computer off, wait ten seconds, then turn the computer back on and do back to the step that starts out with computer instructions. When finished in the lab, be sure to turn off the computer monitor, clean the lab area and close the door behind you. Results Even more so the experiment closely examines the differences in reaction time between visual and audition stimuli and the onset and offset of warning signals. Early on in the experiment we examine the relationship of reaction time differences in visual and auditory stimuli and found, through the course of the experiment, that auditory stimuli had lower mean score difference in reaction time than visual stimuli. This assumes the notion, established by Woodward and Schlosberg, that audition stimuli had faster reaction times in comparison to visual reaction time. One variable possibly accounting for this difference includes the underlying processes involved for the synthesis of these reactions. More specifically, it was noted by Woodward and Scholsberg (1954) slower reaction times of visual stimuli were attributed to the chemical processes, whereas faster reaction times of auditory stimuli can be attributed to mechanical processes (Woodworth Scholsberg, 1954). The difference in mean reaction time for auditory and visual stimuli is about 19 seconds, which is very close to the difference Elliot (1968) accounted for, which was said to be about 17 seconds. Variances in these times can be accounted for due to the possibility the computer screen was not placed at eye level and therefore, according to Elliot, may have affected the visual arc (Elliot, 1968). Lastly, Kohfeld (1971) contribution to the â€Å"Reaction Time† experiment was essential as he controlled for the experiment by measuring the two stimuli on the same scale (Kohfeld, 1971). Warning signals also significantly impacted the results of reaction time differences, due to the effects of onset and offset of warning signals, expectancy, and duration of foreperiods. For example, the results of the experiment for auditory stimuli paired up with warning signals reflected faster reaction times in comparison to auditory stimuli without warning signals (this was also true for visual stimuli with and without warning signals). According to Foley and Dewis (1960) effective foreperiods starting with the onset of a warning signal resulted in significantly faster reaction times and can be validated as a possible underlying variables in the differences in the lag of time (Foley Dewis, 1960). Furthermore, in the experiment conducted by Roger Blackman (1966), it was suggested that the warning signal used in a reaction time experiment may influence two factors, which affect a participant’s readiness to respond and include: temporal uncertainty and expectancy . More specifically, if the participant tried to synchronize a response with the onset of a response signal, the variance in response latency increased positively with the foreperiod. Thus, as the foreperiod increased so did the time uncertainty (Blackman, 1966). Like Blackman, Pekka Niemi (1981) was particularly interested in simple isual and auditory reaction processes, with the most emphasis on preparatory periods. He found there were foreperiod underlying variables which affected reaction time and included: duration, regularity, range, distribution, and preceding foreperiods. Through his research a participant’s expectancy was the most important determinant of the preparation to respond to the reaction stimulus at any moment during a trial. Niemi furthermore found that other factors have a direct influence on preparation and include: short-term exhaustion and fatigue and immediate arousal evoked by intense auditory stimuli (Neimi, 1981). These variables combined may account for the differences in reaction time for both modality and warning signals. From the experiment, significant evidence provided an interaction of the independent variables (modality and warning signals), in which the faster reaction time included an auditory stimulus paired with the onset of warning signals and the slower reaction times included the visual stimulus paired with the offset of warning signals Though the experiment â€Å"Reaction Time† provided expected results from predictions early on, the delay in time variance may be attributed to systematic and experimental errors in the experiment itself. For example, the computer was placed below eye level and therefore the visual stimuli for reaction time could be delayed due to the lack of optimal perception. Also, if was hard to tell if a person hit the space bar every time, or if they held down the space bar too long during the response. If the person did not actually hit the space bar every time data may be invalid, or if the response was taken after the space bar was held down for a long period of time then data may also be mis-represented. To improve the results for future experiments one might conduct an experiment where the computer was placed at eye level for optimal perception. One may also record the number of times the space bar was actually hit in comparison to the number of recorded signals. Lastly, the experimenter may define the response period as the time the space bar is actually hit versus released.