Tv Violence :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  It is human nature to try to solve every problem that comes up. Humans just do not feel comfortable saying, â€Å"I don’t know,† so we work long hours searching and studying to find solutions to every problem that needs one. So when kids started torching cars, shooting students and teachers at school, smashing windows, assaulting bus drivers, and even decapitating each other, where did parents and law enforcement officers look? This is not an easy question with a definite answer, but after researchers studied hard, they found an answer: television. Could that little box that places images on the screen really affect the behavior of people so drastically? People now blame television for everything. Irresponsible parents who do not spend enough time with their kids and law enforcement officers who do not want to investigate to find a real cause to a problem are quick to blame television when their kids do something wrong. Instead of taking responsibili ty for their own kids, these parents lobby for restrictions to be placed on television and ruin things for everyone else. I see two problems with that. First, it is constitutionally wrong for someone to try to limit someone else’s free speech. The constitution does not specifically mention television, but it does not mention any other form of communication so it is assumed that television is included. Secondly, it does not make a lot of sense for a few angry people to try to control what everybody watches. I love to watch television, and I would be very angry if I could not watch what I wanted because it contained too much violence or if the producers of one of my favorite shows changed it to decrease the amount of violence in it.   Ã‚  Ã‚  Ã‚  Ã‚  It seems like everyone has his or her own opinion on this subject. The two most obvious are that people think television violence is bad and something should be done about it or they think violence on television does not affect people’s behavior and nothing should be done. Jeffrey Klein, the author of the article â€Å"Fire Fighting Little,† believes television is causing problems everywhere in the world. In his article, he examines the causes of the rise in juvenile violence, not only in America, but worldwide. He tries to find the answer to the question, â€Å"Why is juvenile crime erupting worldwide at a time when adult crime is diminishing and there is much less violence among nations?

Creation of Identity in Chaim Potok’s The Chosen :: Potok Chosen Essays

Creation of Identity in The Chosen Many forces can powerfully change the identity of a person. In the novel, The Chosen, a few of these forces are religion, family, and friends. Religion is one of the main points in anyones identity and much of the book is based around the fact that the main characters, Reuven and Danny, are Jewish. In Danny's case religion changes the entire way he was raised, as his father puts it, "I did not want to drive my son away from God, but I did not want him to grow up a mind without a soul." (Potok pg. 266) During Reb Saunders explanation of why he raised his son in silence he reveals that both God and a soul were key factors, these being both religious. Another example of religion playing a part on ones identity is when the fathers of the boys catch themselves in a battle over Zionism, Reb says "I'll tell you who says it! True Jews do not say such a thing." (Potok pg. 188) Reb Saunders words in response to David Malter's opinion take a shot at Reuven's identity. By challenging Reuven's beliefs it is hitting his identity quite hard, the issue is so touchy the boys stop talking over it. Family is another big chunk of one's identity. Reb Saunders identity is changed through many experiences of his brother. This not only affects him but affects Danny as well, seeing as he was raised on his uncle's mistakes, "Reuven, I did not want my Daniel to become like my brother." His brothers mistakes challenged Reb to step up and follow in his fathers legacy, and when his son is caught in the same position it affects how he was treated. Family is also what you are taught by and things can be both beneficial and non. When first meeting Reb Saunders, Reb asks Reuven, "And you know Hebrew. A son of David Malter surely knows Hebrew." (Potok pg. 121) A normal child may not understand Hebrew, but in Reuven's case because his father is very religious he does. Your knowledge of the world is very much part of your identity and your family definitely affects that.

Identifying Factors Which Affect the Job Satisfaction of Nurses Essay

We live our lives aiming for satisfaction. The satisfaction we want to achieve can be from our studies, our business, our health status, our body image, or our jobs. In health care profession, the article â€Å"The Determinants Of Job Satisfaction Among Registered Nurses† discuss the contentment of nurses with their jobs. Job satisfaction has a lot of factors that affect it. These factors include workload, stress level, personal needs, environment, relationship with co-workers and supervisors, and the number of hours that they are working in a week. In one research by Kalist and Okoye, they used the question on how would a nurse best describe their feelings about their principal nursing position to determine their job satisfaction of a population of nurses. Then they came up with â€Å"A nurse may respond to the question by indicating that she is either extremely satisfied, moderately satisfied, neither satisfied nor dissatisfied, moderately dissatisfied, or extremely dissatisfied† (D. E. Kalist, I. N. Okoye, 2011). The result of their study concluded that age, marital status, gender, salary, hours of work, position, and setting are the factors affecting the job satisfaction of nurses. They also came up with a result that women are more satisfied with their jobs more than the male population and married women reported higher job satisfaction. We can observe that most married women are more stable on their jobs because they tend to find a job that would meet their expectations or a job that would last long for them. They have also gathered information which would mean that in managerial positions, they have higher job satisfaction compared to the ones in non-managerial position. But in a study done by C. G. Andrews and J. Allen in their article â€Å"Analysis of Management and Employee Job Satisfaction, they have concluded that there is no significant relationship of job satisfaction between managerial and non-managerial position. Taking a closer look at their study, the population involved does not come specifically from the nurses’ population. They conducted their study in a general workplace setting. We can say then that the nurses, specifically, consider their position when it comes to their satisfaction at their jobs. Another author included additional factors that affect the satisfaction of these nurses such as â€Å"Recognition of frustrations, such as turnover, lack of internal empowerment, burnout, and, elimination of external sources of stress can decrease dissatisfaction in the health care setting† (J.L. Kettle, 2002). Most of the factors discussed on the first article are regarding the physiological needs of the nurses which should be considered and are mostly being considered by health administrators. The factors discussed by J.L. Kettle though are more into the emotional which are mostly being ignored but actually has an impact when it comes to job satisfaction of nurses. Understanding the job satisfaction of nurses is very important in the role of a health care manager. Nurses are the ones who get in touch with the patient most of the time and they are the ones who improve the quality of health care service given. Their satisfaction is very important just like the satisfaction of patients receiving the health care treatment. The emotional needs of nurses are as important as their physical needs. If their needs are being met, they will be able to provide a better service. Therefore, we can say that identifying and understanding the factors that affects the job satisfaction of nurses will definitely affect their performance. Peer Support: Peer’s Name: Ma. Lyngee Caduco She helped me pick a topic that is interesting for me and she advised me on the formatting of this paper. References Kettle, D.L. (2002). Factors Affecting Job Satisfaction in the Registered Nurse. Retrieved from:http://www.juns.nursing.arizona.edu/articles/Fall%202002/Kettle.htm Kalist, D.E, Okoye, I.N. (2001). The Determinants Of Job Satisfaction Among Registered Nurses. Retrieved from: http://journals.cluteonline.com/index.php/AJHS/article/view/6623/6699 Andrews, C.G., Allen, J. (2004). Analysis of Management and Employee Job Satisfaction. Retrieved from: http://digital.library.unt.edu/ark:/67531/metadc31078/m1/1/

The Courage of Soldiers

1.Describe the life of Pauline and her siblings.Pauline and her siblings lived a life filled with fear. She was taught at a very young age about the challenges that her parents had gone through in order for her and her sibling to lead a better life. Pauline and her siblings faced physical abuse from their demanding and controlling father. Only the letter ‘A’ was accepted on their school report caard†¦ anything below that deserved a wack with a stick from their abusive father.2.Make a list of the pressures the children in the Ngyuen family faced growing up with their parents.†¢ Worked at the restaurant before and after school†¢Had to attend maths school, Vietnamese school, cooking school, debating and martial arts. They were expected to do all this and had to get top grades at school. 3.What were the father’s methods of discipline? Which do you consider to be worse and why? The father’s methods of discipline were physical abuse and public humi liation. I personally consider public humiliation to be worse because parents who publicly humiliate a child don’t do it for the child's own good but to demonstrate the act of power play over the child. When we are publically humiliated in front of our peers, family and friends, we feel like a raw wound that everybody feels free to rub salt in. They feel utterly open to the judgment of the world and utterly powerless to change it or to take care of themselves while experiencing it.People will judge and as social beings, the opinions of others matter a lot. When they faced the physical abuse, it happened at home and they were able to hide their wounds, when it was done publicly though they couldn’t hide. They had to bear the shame in front of the world. 4.Children raised in abusive environments like Pauline, find it more difficult to define their individual identity and achieve a sense of belonging. Do you agree.Please explain. Yes I do agree that children raised in abu sive environments like Pauline, find it more difficult to define their individual identity and achieve a sense of belonging. This is because that those who face such difficult situations everyday are constricted and aren’t able to roam around and find out who they really are. Because of this constriction it is also hard for them to find a sense of belonging because they are constantly trying to please their parents. 5.Provide several quotes and page that show clearly how Pauline felit living with her parents. †¢Ã¢â‚¬Å"Fear dominated every day of my childhood. Fear and dog shit covering the yard were the smells of my childhood.† Pg. 292 †¢Ã¢â‚¬Å"He had never attempted to get to know or understand his children.† Pg. 294 †¢Ã¢â‚¬Å"My father controlled every hour of our day and when any situation fell out of his control, we suffered the full force of his anger.† Pg. 293 †¢Ã¢â‚¬Å"It is ironic that we in turn had to escape the tyranny of his rul e to find freedom for ourselves.† Pg. 2946.Describe how Pauline might have felt when she ran away from home. What thoughts would have been going through her mind? Pauline might have felt scared, unsure and frightened when she ran away from home. She would have been worried for her brothers, who is going to look after them? What will happen if her dad finds her? Can she do this? Feelings of doubt would have taken over her but she overcame this and decided to finally do something for herself. 7.What do you think of Pauline’s decision to leave home?I think Pauline’s decision to leave home was the right thing to do. She had to get out of there sooner or later. She had to venture out in the real world and find her individual identity and her sense of belonging.8.How did Pauline’s experiences at home affect her in life? What kind of a person has she become? Pauline’s experiences at home affected her life in such a way that she has become9.Why did Pauline continue to inform her father of her academic achievements after she left home? Pauline continued to inform her father of her academic achievements after she left home because she wanted him to know that his words had still stuck with her. ‘Aim high, hold strong ambitions for your future.’ Pg. 296.10.Why is the story titled ‘The Courage of Soldiers’? Is this a fitting title? What title would you have given the story? Yes the title, The Courage of Soldiers, is a fitting title. The courage that soldiers is the same level  of courage the Pauline and her siblings had. I would title this story as ‘ The Courage of Soldiers’ as well. 11.Why did Pauline’s father behave in the way he did?Pauline’s father behaved in the way that he did because he wanted the best for his children. He wanted his children to lead a traditional life and. The way that he implemented his beliefs on his children was wrong though. He was very dominating and never really bothered to know his children. He was over protective and wanted total control over his children.

Abducted by a UFO: prevalence information affects young children’s false memories for an implausible event Essay

SUMMARY This study examined whether prevalence information promotes children’s false memories for an implausible event. Forty-four 7–8 and forty-seven 11–12 year old children heard a true narrative about their ï ¬ rst school day and a false narrative about either an implausible event (abducted by a UFO) or a plausible event (almost choking on a candy). Moreover, half of the children in each condition received prevalence information in the form of a false newspaper article while listening to the narratives. Across two interviews, children were asked to report everything they remembered about the events. In both age groups, plausible and implausible events were equally likely to give rise to false memories. Prevalence information increased the number of false memories in 7–8 year olds, but not in 11–12 year olds at Interview 1. Our ï ¬ ndings demonstrate that young children can easily develop false memories of a highly implausible event. Copyright # 2008 John Wiley & Sons, Ltd. Both recent studies (e.g. Pezdek & Hodge, 1999; Strange, Sutherland, & Garry, 2006) and legal cases have demonstrated that children can develop memories of events that never happened, so-called false memories (Loftus, 2004). A well-known legal case is the ‘McMartin Preschool’ trial in which several teachers were accused of ritually abusing hundreds of children across a 10-year period (Garven, Wood, & Malpass, 2000; Garven, Wood, Malpass, & Shaw, 1998; Schreiber et al., 2006). Some of the children recalled extremely bizarre, implausible events such as ï ¬â€šying in helicopters to an isolated farm and watching horses being beaten with baseball bats. The charges against the teachers, however, were eventually dropped; videotapes of the investigative interviews indicated that the children were suggestively interrogated and many experts concluded that the children’s memories were almost certainly false. Controversial cases like the McMartin trial have inspired researchers to investigate how children develop false memories of implausible experiences (Pezdek & Hodge, 1999; Strange et al., 2006), yet the precise antecedents of implausible false memories are still ill-understood. The question we ask here is whether prevalence information—that is, details about the frequency of a false event—is a potential determinant of children’s implausible false memories. *Correspondence to: Henry Otgaar, Faculty of Psychology, Maastricht University, PO Box 616, 6200 MD, Maastricht, The Netherlands. E-mail: henry.otgaar@psychology.unimaas.nl Copyright # 2008 John Wiley & Sons, Ltd. H. Otgaar et al. What do we know about the role of prevalence information in the development of false memories? Mazzoni, Loftus, and Kirsch (2001) describe a three-step process that explains how false memories are formed. According to this model, three conditions must be satisï ¬ ed to create false memories. First, an event has to be considered plausible. Second, the event has to be evaluated as something that genuinely happened. Finally, images and thoughts about the event have to be mistaken as memory details. Consider, now, just the ï ¬ rst stage of Mazzoni et al.’s model (event plausibility) and how prevalence information might affect perceived plausibility. Recent experiments have shown that prevalence information enhances the perceived plausibility of implausible events (Hart & Schooler, 2006; Mazzoni et al., 2001; Pezdek, Blandon-Gitlin, Hart, & Schooler, 2006; Scoboria, Mazzoni, Kirsch, & Jimenez, 2006). Mazzoni et al. (2001) asked undergraduates to read false newspaper articles describing demonic possession. The articles implied, among other things (i.e. a description of what happens in a typical possession experience), that possessions were more common than people previously thought and after reading the articles participants were more likely to believe they had witnessed a demonic possession in the past. Other studies investigating the role of prevalence information in eliciting false beliefs have produced similar striking effects (Hart & Schooler, 2006; Mazzoni et al., 2001; Pezdek et al., 2006; Scoboria et al., 2006). What we do not know, however, is whether prevalence information inï ¬â€šuences the development of false memories (stage 3 of Mazzoni et al.’s model) and not just false beliefs per se. This is an important issue in the false memory literature because several authors have argued that memories and beliefs, although related, are deï ¬ nitely not the same (Scoboria, Mazzoni, Kirsch, & Relyea, 2004; Smeets, Merckelbach, Horselenberg, & Jelicic, 2005). Moreover, the effect of prevalence information has only ever been tested on adults’ beliefs. To date, no study has examined whether prevalence information affects the generation of children’s false memories. What do we know about event plausibility in the development of children’s false memories? In short, research has produced interesting but varied results. Early studies showed that children were more likely to create false memories of plausible than implausible events (Pezdek & Hodge, 1999; Pezdek, Finger, & Hodge, 1997), and researchers suggested that it may be difï ¬ cult to implant false memories of an implausible event (i.e. receiving a rectal enema). In contrast, one recent study shows that children will falsely recall both plausible and implausible events to a similar extent (Strange et al., 2006). Three different explanations might account for these mixed ï ¬ ndings. First, Strange et al. presented children with a doctored photograph of the false event whereas Pezdek and colleagues used false descriptions. Doctored photographs might be considered an extreme form of evidence -one that is very difï ¬ cult for children to refute. It is probable, then, that the doctored photographs skewed the children’s plausibility judgments which in   turn caused them to develop false memories for the plausible and implausible event at a similar rate. Second, Strange et al. compared false events that were either plausible or implausible whereas Pezdek and colleagues (1997, 1999) contrasted false events that differed in terms of script knowledge (i.e. description of what typically occurs in an event). Speciï ¬ cally, they compared a high script knowledge event (i.e. lost in a shopping mall) with a low script knowledge event (i.e. receiving a rectal enema). However, the exact relation between script knowledge and plausibility is not clear (Scoboria et al., 2004). Third, the two false events used in Strange et al.’s and Pezdek et al.’s studies differed with respect to valence. Strange et al.’s events were positive (i.e. taking a hot air balloon ride and drinking a cup of tea with Prince Charles), whereas Pezdek and colleagues implanted false negative events in Copyright # 2008 John Wiley & Sons, Ltd. children’s memory (i.e. lost in a shopping mall and receiving a rectal enema). Studies have shown that valence affects the development of children’s false memories (Ceci, Loftus, Leichtman, & Bruck, 1994; Howe, 2007). Since plausibility, valence and script knowledge seem to play a role in the development of false memories, the false events used in the current study were matched on these factors. To examine whether prevalence information can lead children to develop full-blown false memories of plausible and implausible events, and to examine developmental differences in the development of false memories, we adapted the false narrative procedure (e.g. Garry & Wade, 2005; Loftus & Pickrell, 1995; Pezdek & Hodge, 1999; Pezdek et al., 1997), and exposed some 7–8 year old children and some 11–12 year old children to one true description and one false description of past experiences. Previous studies have shown that these age groups differ developmentally with respect to suggestibility and false memory formation (e.g. Ceci, Ross, & Toglia, 1987). The true description described the child’s ï ¬ rst day at school. The false description was either plausible and described almost choking on a candy, or implausible and described being abducted by a UFO. Half of the children in each group also received prevalence information in the form of a newspaper article. The article suggested that the target false event was much more common than the children probably thought. Our predictions were straightforward: based on the prevalence literature with adults, we predicted that children who heard false prevalence information would be more likely to report false memories than children without false prevalence information. With respect to the role of event plausibility, two predictions can be formulated. Based on studies by Pezdek and colleagues (1997, 1999), we would predict that regardless of prevalence information, plausible events would elicit more false memories than implausible events. However, based on a recent study by Strange et al. (2006), we would expect that plausible and implausible events are equally likely to elicit false memories. Finally, because younger children are more suggestible than older children (for an overview see Bruck & Ceci, 1999), we expected that younger children would be more likely to develop false memories than older children. METHOD Participants The study involved 91 primary school children (48 girls) from two different age groups (n  ¼ 44, 7–8 year olds, M  ¼ 7.68 years, SD  ¼ 0.52; n  ¼ 47, 11–12 year olds, M  ¼ 11.64 years, SD  ¼ 0.53). Children participated after parents and teachers had given informed consent. All children received a small gift in return for their participation. The study was approved by the standing ethical committee of the Faculty of Psychology, Maastricht University. Materials True narratives True narratives described children’s ï ¬ rst day at school. This event was chosen because it was a unique event that had happened to all children at age 4. Children’s parents were contacted by telephone to obtain the following personal details about each child’s ï ¬ rst school day: the family members or friends who escorted the child to school, and the teacher’s and school’s name. These details were incorporated in the true narratives. Copyright # 2008 John Wiley & Sons, Ltd. An example of a true narrative was: Your mother told me that when you were 4 years old, you went for the ï ¬ rst time to the elementary school. The name of the elementary school was Springer and it was located in Maastricht. The name of your teacher was Tom. Your mother took you to school. False narratives False events were selected from a pilot study. In that study, 49 children (M  ¼ 8.02 years, SD  ¼ 1.20, range 6–101) rated the plausibility and valence of 29 events on child-friendly 7-point Smiley scales (anchors:  ¼ implausible/negative,  ¼ plausible/positive) with bigger smiley faces referring to more plausible/more positive events. Speciï ¬ cally, children had to indicate how likely the events were to happen to them (e.g. ‘How likely is it that you almost choke on a candy’?; i.e. personal plausibility; Scoboria et al., 2004) and how pleasant the events were for them (e.g., ‘How pleasant is it that you almost choke on a candy’?). To ensure that they understood the events, all children rated two practice items. Furthermore, 19 children (M  ¼ 8.74 years, SD  ¼ 1.05, range 7–10) were instructed to report everything they knew about each event and the total number of idea units served as our measure of children’s script-knowledge about the events (Scoboria et al., 2004). Based on their ratings, we selected two events, almost choked on a candy and abducted by a UFO. These events were equal in terms of valence (Mchoking  ¼ 1.65, SDchoking  ¼ 1.48, MUFO  ¼ 1.94, SDUFO  ¼ 1.98, t(47) < 1, n.s.) and script knowledge (Mchoking  ¼ 1.11, SDchoking  ¼ 0.99, MUFO  ¼ 0.74, SDUFO  ¼ 1.05, t(18)  ¼ 1.20, n.s.), but differed in terms of plausibility with mean plausibility ratings being higher for the choking event (M  ¼ 5.86, SD  ¼ 2.02) than for the UFO event (M  ¼ 1.63, SD  ¼ 1.75, t(47)  ¼ 10.07, p < .001). Age did not correlate with plausibility, valence and script knowledge for the two events ( ps > .05). Children’s parents conï ¬ rmed that their child had never experienced the false events. The false narratives were: Almost choked on a candy: Your mother told me that you were at a birthday party when you were 4 years old. At this party you received a bag of candies. When you were at home again, you were allowed to have one candy. Your mother saw that you turned blue and she panicked. Then she hit you on the back and the candy came out. Abducted by a UFO: Your mother told me that when you were 4 years old, you were abducted by a UFO. This happened when you were alone outside. You mother was inside the house. Then she suddenly saw through the window that a UFO took you. False newspaper articles For the true and false events a newspaper article was fabricated describing that the event took place quite frequently when participants were age 4. These false newspaper articles were similar in appearance to a local newspaper. Moreover, to personalize the newspaper articles, we included the children’s hometown in the articles. The newspaper articles were 1 Because the age range of our pilot sample did not completely overlap with the age groups of our study, we conducted a 2 (pilot group: younger vs. older children)  2 (event: UFO vs. choking) ANOVA with the latter factor being a within subject factor to examine the effect of age on plausibility judgments. No signiï ¬ cant interaction emerged ( p > .05) indicating that age did not have an impact on the plausibility ratings of our two events. Therefore, the plausibility ratings of our pilot sample can be extended to the older group of our study were randomly assigned to the plausible or implausible event and to the prevalence or no prevalence information condition. Each child was interviewed individually twice over seven days. All interviews were audio taped and transcribed. During the interviews, one true narrative and one false narrative were read aloud, with the latter always being presented in the second position. The procedure of the interviews was similar to that used by Wade, Garry, Read, and Lindsay (2002). At the start of Interview 1, children were told that we were interested in their memories for events that had happened when they were 4 years old. Children were instructed to report everything they remembered about the events. In the prevalence information condition, they were told that to help them remember the events they would be provided with a newspaper article. Subsequently, the interviewer read out the article to the child. Children who did not describe details of the target event were told that ‘many people can’t recall certain events because they haven’t thought about them for such a long time. Please concentrate and try again’. If they still did not recall any details, the interviewer made use of context reinstatement and guided imagery. The purpose of these retrieval techniques was to take the children mentally back to the scene of the event. Speciï ¬ cally, children were told to close their eyes and they were asked to think about their feelings, who was with them, and about the time of the year. After this, children were asked again to recall any details about the event. If they still did not come up with details, the next narrative was presented or the interview was stopped. At the end of Interview 1, children were asked to think about the events every day until the next interview and they were instructed not to talk with others about the events. Parents were asked not to discuss these events with their children. Interview 2 was similar to Interview 1. At the end of Interview 2, they were debriefed using ethical guidelines for false memory research with children (Goodman, Quas, & Redlich, 1998). RESULTS AND DISCUSSION An extensive number of children were extremely surprised during the debrieï ¬ ng when they were told that the false event did not happen to them. For example, one 8-year old child responded ‘It really did happen’ where another one said ‘I really can remember seeing the UFO’. After the debrieï ¬ ng, 39% (n  ¼ 13) of the children remained absolutely conï ¬ dent that they experienced the false events. We debriefed these children until they understood the events were false. Together, these ï ¬ ndings suggest that the false memories in this study were not the result of children falsely assenting or trying to please the interviewer. True events True memories were categorized as either remembered or not remembered. To be categorized as remembered, children had to report at least two of the three personal details correctly. Children’s true recall was near ceiling. They remembered 88 (97%) events at Interview 1 and 89 (98%) events during Interview 2, x2(1)  ¼ .07, n.s. False events For the false events, two independent judges classiï ¬ ed each memory report as no false memory, images but not memories or false memory according to criteria used by Lindsay, Hagen, Read, Wade, and Garry (2004). If a child attempted to recall the false event, but did Copyright # 2008 John Wiley & Sons, Ltd. Appl. Cognit. Psychol. 23: 115–125 (2009) DOI: 10.1002/acp Prevalence information, plausibility, and children’s false memories not have any memory of the event or did not report any details that were beyond the false description, the report was categorized as no false memory. A report was judged as an image when children speculated about details and described images related to the false events. For example, one child reported: ‘I think I almost choked on a candy on the birthday of Mauk. I am not sure. It was not a pleasant feeling’. To be classiï ¬ ed as a false memory, children had to indicate that they remembered the event and provide details beyond those mentioned in the narrative, but related to the narrative. To give an example of a detail, one child stated that he remembered being taken to the UFO through a blue beam of light. If children stated that they thought the event and/or certain details could have happened, then this was not scored as a false memory. Furthermore, to minimize the effect of demand characteristics, direct responses to interviewer prompts were not classiï ¬ ed as a false memory. The following dialogue from Interview 2 illustrates a child’s false memory of the UFO abduction. Child: ‘I saw cameras and ï ¬â€šashes and some people in the UFO’. Interviewer: ‘How many people did you see’? Child: ‘Approximately nine or ten’. Interviewer: ‘What kind of people’? Child: ‘People like me, children’. Interviewer: ‘What else did you see’? Child: ‘I saw some people and also some blue/green puppets were passing’. Inter-rater agreement for classiï ¬ cation of the memory reports was high; k  ¼ 0.92 for Interview 1 and k  ¼ 0.94 for Interview 2. Collapsing across the conditions, at Interview 1, 33% (n  ¼ 30) of the children developed a false memory. Thirty per cent (n  ¼ 9) of these children assented to the false events immediately, that is prior to guided imagery and context reinstatement. Thirty-six per cent of the children (n  ¼ 33), with 67% (n  ¼ 20) immediately assenting, ‘remembered’ the false events at Interview 2, x2(1)  ¼ 26.61, p < .001, Cramer’s V  ¼ 0.54. Some of the children who rejected the false events at Interview 2 indicated, despite the explicit instruction at Interview 1, that they had discussed the false events with their parents. The increase in false memories over time is in line with previous studies with adults and children (e.g. Lindsay et al., 2004; Strange et al., 2006; Wade et al., 2002). Furthermore, 10% (n  ¼ 9) of the children were classiï ¬ ed as having an image of the false events at Interview 1. At Interview 2, this percentage decreased to 7% (n  ¼ 6), x2(1)  ¼ 58.53, p < .001, Cramer’s V  ¼ 0.80. Recall that the primary question in this study was whether prevalence information boosts the likelihood of plausible and implausible false memories. Table 1 shows the percentage and number of children who reported false memories as a function of interview and condition. To examine the role of age, event type, and prevalence information in the development of false memories, we conducted a logistic regression analysis with the dependent variable being false memory (0  ¼ no false memory/images, 1  ¼ false memory). In this analysis, we only focused on ‘genuine’ false memories and did not collapse across false memories and images. Although non-parametric methods, such as logistic regression, often lack the statistical power to detect interactions (Sawilowsky, 1990), there are four important points to note about these data. First, the only signiï ¬ cant interaction found was an Age  Prevalence information interaction at Interview 1. Prevalence information enhanced the development of 7–8 year old children’s false memories but not 11–12 year old children’s false memories, and this effect occurred at Interview 1 (B  ¼ 2.16, SE  ¼ 0.96, Copyright # 2008 John Wiley & Sons, Ltd.

Modern dance Research Paper Example | Topics and Well Written Essays - 1000 words

Modern dance - Research Paper Example Modern dance is considered a synonym of contemporary dance. The two dances share ideological or aesthetical characteristics. The name is a dance term that is used to refer to a dance trend born in the 16th century and had lasted up to the 1950’s. The dance trend had its homes in Germany, the United States and some of the surrounding countries. In the 1920’s there was a passion for interpretive dancing sweeping America. Dancers and audiences alike had been introduced to a new form of theatrical dancing that was serious. Most of the groundwork had already been laid for the first generation of the modern dancers; they then began to develop the art to what we have presently today. Lester Horton attended early classes in ballet dancing together with the Native American dance. He did this at a school called Denishawn. In 1932, his first dance group appeared and over the two ensuing decades, the group became quite renowned. They had adopted an individual theatrical style and technique that had embraced the themes of the political and social protests as well as dressing. He choreographed projects that were commercial and created dances for the nineteenth film of Hollywood. Some companies such as Alvin American Dance Theater still teach his dancing style (Kassing79). At the end of World War II, the founders of the modern dance style had already produced a group of talented students whom they sent out to start their own dance styles. The great battle that has been fought over respectability and position of the modern dance style has been fought and won already. The second generation did not have to take their art or themselves with the seriousness that the founders had in the dance. Artists who were renown during the second generation of modern dance include artists such as pearl primus, Paul Taylor, Twyla Tharp and Josà © Limà ³n (Kassing 35). The artistic and social upheaval of the late 60’s and late 70 has signaled radical changes to modern dance. Today modern

Corporate Compliance to Risk Management Research Paper

Corporate Compliance to Risk Management - Research Paper Example The framework proposed by COSO helps companies to develop a successful and effective plan which meets the requirements and risk areas stipulated by COSO. The bigger the risk is, the greater is the prospect for gain-and for loss. Risk management plays an important role for a Pre-Paid Phone Cards company allowing management to predict and foresee possible dangers and solutions. Strategic objectives of the risk management plan are to cover all areas of Pre-Paid Phone Cards service and reduce risk situations and their negative impact on the company. Operations objective is to recognize that when a task is being done for the first time, the risk of not achieving budget, schedule, or specification targets is substantial. Also, the nature of new technology is that its development faces more than the usual levels of uncertainty. Reporting objective is to meet the established procedure and report all risk satiations. Compliance objective is to respond effectively to rules and regulations, financial reposting and corporate laws (Broder, 1999). Identify risk. Financial department will routinely scan the organization's internal and external environment to surface risk events that might affect its operations and well-being. Through this process, they develop a good sense of the bad things they might encounter in projects and operations. Examine risk impacts, both qualitative and quantitative. After financial officers develop a sense of the risk events they might encounter in Step 2, systematically determine the consequences associated with their occurrence. Think through hard-to-measure consequences by means of qualitative analysis. Develop risk-handling strategies: Now that financial officers know what risk events they might encounter (Step 2) and the consequences associated with them (Step 3), develop strategies to deal with them. Monitor and control risks. As projects and operations are underway, financial officers need to monitor the organization's disk space to see if untoward events have arisen that need to be handled. If the monitoring effort identifies problems in the process, then steps should be taken to control them.