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Essay on introduction to religion Youth Violence and Media. There has been a lot of capote critical, research conducted on the notions that violence portrayed in media - such as television, video, film, music, newspapers and books - can have adverse effects on the children viewing it. Many people have suggested that media has allowed violence to introduction to religion, become so prevalent in our societies. It has also been suggested that media has been responsible in making the children violent as well. Statistics have shown that an average person watches as much as 7 hours of television every day. It does not come as any surprise that a child between the age of two and five watches approximately 28 hours of television ever week (Johnson, 1990: Hoffman, 1990).
Another thing that comes to mind is that there has been a lot of allowance of violence in the media ever since broadcasting was deregulated in and cohabitation essay 1980. Introduction To Religion. These images of violence and anti-social behavior tend to entice the same in people who watch them (Fox, Kaslow, Lewvant, McDaniel, Norton, Storandt Walker, 1994). It has been recognized that children who are continuously being exposed to violent images in marriage and cohabitation the media tend to incorporate the ideas behind violence in essay their learning process (Bandura, Ross Ross, 1963; Cannon, 1989; Wilson Hunter, 1983). The phenomenon of violence is also very complex and there are many factors that can or cannot induce violent behavior in a human being. Many people have suggested that the individuals' personalities, their family backgrounds, their cultural, educational, and religious implications, all contribute to acts of essays on accountability, violence. To Religion. It is believed that children learn from things that happen around them and also by observing people who are important to patient practitioner, them, e.g. parents, teachers, priests etc. Introduction To Religion Essay. This is because children start to develop a sense of themselves and others and a sense of right and wrong very early (Piaget, 1932; Sullivan, 1953; Winnicott, 1965). Children who are raised in a society where inequality is supported, they find more evidence of selfishness, competition and domination, they are more likely to grow up to be violent people (West, 1993). From this we can derive the fact that children are more likely to be exposed to violent material in the media if they are not supervised properly and are not guided properly.
Many researches have contributed to this as realizations have been made that prolonged exposure to violence and anti-social behavior in the media to children causes them to be more involved in notebook the use of alcohol and drugs (Evans, 1987; McBee, 1982), and cheat more in school, (Greene, 1992; Greene Saxe, 1991; McBee, 1982). Even though it has been said that there is a very positive relationship between violence in a person and violence that he/she has been exposed to in the media (Freedman, 1984; 1986), there are many other factors that also have to be considered when viewing the exact effect of violence in essay media on phd thesis on optimal flow a child or a person. Although almost everyone would agree that children who view violence in introduction to religion essay media might turn out to be violent in marriage essay their real lives, this cannot be the only factor that must be considered when drawing such a conclusion. That is to say that some of the evidence that has been gathered from the laboratory experiments and other correlational research tend to point otherwise. Some of the laboratory findings have suggested that watching violent images on television can increase the to religion probability of subsequent maladaptive behavior (Evans McCandless, 1978). According to some researchers, this was especially true when the violence was rewarded (Bandura et al., 1963). Andison (1977) found that the effects on aggression by viewing violence on television are not necessarily more in children as compared to the adult viewers. Essay. This research, even though inconclusive, also found that the to religion effects of violence in media were slightly stronger on adults than they were on preschool children. These findings are very different from those that have suggested that media can have more effects on children since they are more susceptible in buy assignment their growing years.
Research that has been conducted in the field and also by correlation also provides some other important perspectives on this issue. These researches show that the images of violence viewed on television can have various different kinds of effects on the viewer and these effects largely depend on the personality of the viewer. It was noted that male children who watched only nonviolent shows on television were found to be generally more aggressive than those who had watched violence on to religion television (Feshbach Singer, 1971). Findings by military essays Friedrich and introduction, Stein (1973), however, have suggested that there exists a complex relationship between interpersonal aggression and the watching of notebook, violent television programs. It was also found that people who were high on the aggression list and those who saw violence in the media, took a longer time in coming down from introduction essay their aggressive state than did high-aggressors who saw neutral or nonviolent images. On the other hand, those who were low on truman essays aggression and who saw nonviolent images became more aggressive than those who saw violence on television. This means that even those images that were nonviolent evoked an essay aggressive response under certain conditions (Gadow Sprafkin. 1989).
The programs that were used to determine this included Sesame Street and Mister Rogers' Neighborhood (Coates, Pusser Goodman, 1976). These findings have made many researchers question the true nature of violence in the media and how it can or cannot affect the child in various ways. Some studies have also suggested that it is not the nature of the programs but the number of hours that a child spends in front of the television that is the cause of the adverse effects. This is so according to on accountability, Belson (1978), who believes that aggression could be derived from watching violent television as often as it could be derived from watching nonviolent images. The research on children has been restricted to because of essay, many factors. Essays On Accountability. It is believed that children are a special audience (Dorr, 1986). They are generally considered to be more vulnerable to the exposure of various contents on television, more than adults are known to introduction to religion, be affected. Buy Assignment. This is because the minds of introduction to religion, children are in marriage and cohabitation essay a stage of cognitive immaturity and the cognitive pathways in their minds can easily be shaped by various media that are fed into it. It has been found that television is a particularly attractive thing for the children and the children tend to view television more than they indulge in other activities. This is why television has an enormous potential of introduction to religion, shaping the way a child might think and act.
There are many kinds of programs that come on buy assignment notebook the television and many of them have been specifically designed to mold and nurture the minds of children. Thus it is also very possible that children who view violent images on essay television can have certain adverse affects on their brains. Military On Accountability. This can in turn affect their personalities and introduction to religion, instill a fascination with violence for the rest of their lives. As discussed above, there is much disagreement as to exactly how television viewing can or cannot affect the minds of children. One that that is for sure is that children do tend to and cohabitation essay, watch a whole lot of television. Although there are many estimates, a slightly more conservative estimate gives that an average child watches as much as 3 hours of television everyday (Huston et al., 1990). The effects of viewing tend to depend largely on the nature of the programs but this is also debatable since the factors involving individual personalities are also to be considered.
Most of the children who watch television are not discouraged to do otherwise by their parents (Bryant, 1990). In an average American family, a television is a very important part of family life. Essay. Families sit together and watch many television shows and most of the times young children are watching television in front of their parents. Practitioner Communication Essay. One study concluded that children watched television with children more than seventy percent of the time (St. Peters, Fitch, Huston, Wright, Eakins, 1991). It has also been determined that television habits are formed in the early years of a child. Essay. A child watches a considerable amount of television after the age of 3 onwards mostly because the family around him is watching television (Huston, Wright, Rice, Kerkman, St.
Peters, 1990). The parents are mostly blamed for not regulating their children's television viewing habits. This has also been found that not many parents put in an effort to regulate their children's television viewing patterns. Children learn by marriage their parents' examples and if the parents watch a lot of television, so do the children. (St. Peters et al.,1991). The parents also play an integral role in to religion the children's mind about the contents of what they view on television. If the parents also enjoy watching violent images on television, the children are also more likely to like and thus view more violence on television. Many studies have indicated that explaining what the child just saw on television can greatly help resolve many issues in the child's mind and also helps them to patient essay, make better and informed decisions later on.
It is believed that if the parents discuss the introduction to religion ideas behind the aggression shown on television with their children, the violent images tend to have a considerably less affect on the child (Desmond, Singer, Singer, 1990; Wright, St. Capote Critical. Peters, Huston, 1990). Introduction Essay. It has also been theorized that television may also affect the whole family as a group, that is, in the way that they spend their time and events together (Bryant, 1990). There are many television programs on the air that show other families interacting with each other. These families have served as role models for many American families all over on optimal power, the nation for many years. It is essay, very likely that your normal average family is akin to marriage essay, these families and takes up and introduction, adopts many or some of the patterns that they see being interacted on television. These patterns can be considered as what defines normality for these people. For the most part, it is essays, very relevant to study the literature that is on the topic of the effects of televised violence on aggression (Geen Thomas, 1986; Hearold, 1986; Roberts Maccoby, 1985). The fact that keeps recurring is that it is only the televised viewing that brings about an increased aggressive state but it other factors also have to be considered. There are also many people who do not agree with this and say that televised violence really does not affect the people in any negative way (Freedman, 1984, 1988; McGuire, 1986).
Since most of the studies that have concluded the adverse effects of television violence on people have been based in laboratory experiments, many people tend to reject the conclusions. Introduction. “Critics of laboratory research base their arguments on allegations that such studies represent only analogs of aggressive behavior and not cross-sections of it (e.g., Freedman, 1984). Partly because of such arguments, interest in laboratory experiments began to wane in the 1970s as research on the effects of televised violence became based more and more on studies in natural settings. Some of these studies, usually called field experiments, involved the use of military essays on accountability, experimental methodology in natural settings. A number of such investigations were reported during the 1970s and, although they have been criticized as lacking internal validity (Freedman, 1984), these studies yielded consistent findings of a positive relationship between observation of televised violence and aggression” (Geen, 1994). Friedrich-Cofer and Huston (1986) provide a detailed discussion of the to religion essay strengths and weaknesses of these studies. Also, Wood, Wong Chachere (1991) also reported the results and meta-analysis of 28 filed experiments that were conducted between 1956 and 1988. “The studies included in this analysis were chosen because they investigated the effects of media violence on aggression among children and adolescents during unconstrained social interaction with strangers, classmates, and friends. Wood and her colleagues concluded that media violence does enhance aggression in such settings and that, because all the experiments involved short-term immediate reactions to observed violence, the effects may be due to temporary changes in affect and arousal as well as to long-term processes like modeling” (Geen, 1994). A very large amount of research was done on the correlation between television viewing and aggression during the 1980s. “One such investigation was the final phase of a longitudinal project begun in the late 1950s by Eron and his associates (Eron, Walder, Lefkowitz, 1971). The research began with the study of third-grade students in on racial discrimination a rural county in upstate New York.
Each child's level of aggressiveness was assessed through ratings made by parents, peers, and the children themselves; each child's preference for violent television programs was also measured. Measures of the same variables were obtained 10 and 22 years later from many of the same children. The method of cross-lagged panel correlation was used for analysis of the to religion essay data. The results of the military on accountability 10-year follow-up (Lefkowitz, Eron, Walder, Huesmann, 1977) revealed that among boys the amount of televised violence watched during third grade was positively correlated with aggressiveness 10 years later, whereas the correlation between aggressiveness during Grade 3 and the amount of violent television watched a decade later was essentially zero. Following the assumptions of cross-lagged correlation analysis, Eron and his associates inferred a causal relation between observing violence and aggressiveness from these data. For girls, both correlations were not significantly greater than zero. In 1984, Huesmann, Eron, Lefkowitz, and Walder reported the results of the 22-year follow-up. A positive relationship between childhood television viewing and subsequent aggressiveness was again suggested: The seriousness of crimes for which males were convicted by age 30 was significantly correlated with the amount of television that they had watched and their liking for violent programs as 8-year-olds.
Again, aggressiveness at age 8 was not related to either overall viewing practices or preference for violent programs at age 30” (Geen, 1994). Singer and Singer (1981) also conducted a study and showed a connection between how watching violence on television affected the aggressiveness in children. This study was conducted on nursery school age children for 1-year. “At four times during the year, 2-week periods were designated as probes during which parents kept logs of their children's television viewing. Essay. Meanwhile, observers recorded instances of aggressive behavior by the children during school hours. Phd Thesis. When data were combined across all four probes, aggressive behavior was found to be significantly correlated with the total amount of time spent in watching “action-adventure” programs, all of which manifested high levels of violence.
This effect was found for both boys and introduction to religion essay, girls. The pattern of cross-lagged correlations over the four probe periods led the Singers to conclude that the television viewing was leading to the aggressive behavior over the first two comparisons (i.e., from on optimal probe 1 to introduction, probe 2 and from probe 2 to essay, probe 3). Over the final comparison (from probe 3 to probe 4), however, the cross-lagged pattern showed that not only was earlier viewing correlated with subsequent aggression, but also that earlier aggression was correlated with subsequent viewing. In other words, by the latter phase of the study a reciprocal effect was being shown. As in earlier periods, observation of violence was presumably eliciting aggressive behavior; in addition, aggressive children were also watching more of the violent “action-adventure” shows” (Geen, 1994). This second finding, that people who are high on introduction the aggressiveness scale might like to watch more violence on and cohabitation television is consistent with the results of the laboratory experiments conducted by Fenigstein (1979). In this experiment, people who had had a history of physical aggression against essay others tended to select television viewing material that was more violent in nature than compared to those who were not as aggressive. In a similar correlational study, Diener and truman capote critical essays, DuFour (1978) also presented similar results. Media has always provided children with entertainment and visual imagery and imagination that have worked to enhance their minds and also develop their brains. Media has also helped the children in keeping their fears in check and controlling their anxieties. “Many preschool children begin a secure night's sleep by having a parent read a story about three pigs whom a wolf sought to introduction, eat. On Accountability. The two pigs who quickly built shelters of straw and of wood so that they could play the introduction to religion rest of the day were devoured by the wolf.
The third built his house of brick and would go out early in the mornings to obtain food while the wolf was still asleep. He eventually scalded to death and military, ate the big bad wolf. According to Bettelheim (1975), this story “teaches the nursery age child in to religion essay a most enjoyable and dramatic form that we must not be lazy and take things easy, for if we do we may perish. Intelligence, planning, and foresight, combined with hard labor, will make us victorious over even our most ferocious enemy--the wolf!” (pp. 41-42). It may at truman essays, first seem odd that a child would choose to essay, be frightened at bedtime, a time often already characterized by anxiety brought on by darkness and by the prospect of being alone.
The fairy tale initially increases that anxiety, then provides a mechanism for relief. The child's serial identifications with the helpless and terrified, then resourceful, then victorious pig lend strength to the child's struggle with his or her anxieties and facilitate sleep” (Derdeyn et al, 1994). Thus some researchers stress the fact that violent images in the media are necessary for children since it helps them deal with many things and to motivate the mastery of their own emotions and states of mind. So what is the conclusion that we come to? Is the violence in media bad for the children, or is some of it necessary? Does viewing violence on television have any adverse affects on the children? Is it the nature of television programming that is more harmful or just watching any kind of buy assignment notebook, television bad? Although many of the laboratory experiments that have been reviewed herein suggest that there is a positive relationship between aggressiveness and television viewing, the research remains inconclusive. But it will not be wrong to face the direction of thought that violence in the media does lead to aggressive behavior, as pointed out by the longitudinal studies that were conducted during the 1980s. “The issue may never be settled to essay, everyone's satisfaction, and certainly more research, using state-of-the-art methodology, is needed to settle the many remaining problems before conclusive evidence may be forthcoming. Even so, at the present time we do appear to have a fairly large amount of what Cook and his colleagues (1983) have called “circumstantial evidence” for a hypothesis that observation of violence on essays on accountability television produces some increase in aggressiveness of the viewers” (Geen, 1994)
Various scholars and researchers have tried to explain the to religion relationship between television violence and aggression in different ways. “Until recently, such explanations were based on theoretical concepts that were popular during the 1960s, such as disinhibition, arousal, and activation of conditioned responses. During the 1980s, two new theoretical explanations emerged, both of which are based on more recent cognitive models of behavior” (Geen, 1994). So far, the essays on accountability evidence that has been collected from various types of studies, including laboratory experiments, field experiments, longitudinal studies, and to religion essay, archival studies, are in favor of the notion that viewing violence on television does have adverse affects on discrimination the aggressiveness of the subjects who are watching the introduction programs. These studies have focused on children, adolescents and young adults, and persuasive discrimination, a wide range of constrained and unconstrained behaviors. Introduction To Religion Essay. Even though there might be many limitations to these studies due to the large number of population and military on accountability, the small number of sample, the results from so many researchers have seemed to point to the same direction. “Underlying processes that mediate the effect have not been extensively studied to essay, date. Patient Practitioner. However, some promising developments in theory are taking place, involving the development of models derived from affective, cognitive, and motivational psychology.
The debate over the consequences of television violence for aggression is by introduction no means over, and future studies of the phd thesis power problem will benefit from both the large literature on the subject and the emergence of the new theoretical approaches” (Geen, 1994). A comprehensive literature review has been presented herein that has purported the role that media can play in introduction essay the aggressiveness of the viewers. It can be concluded that even though media can play a big role in the way a person grows up to react in a negative way, it is not the only factor that is to practitioner communication, be taken in consideration. “But to the extent to which the media can influence behavior and introduction, facilitate the essays expression of essay, violence in certain individuals, it is important that carefully designed interventions be implemented. This is particularly the case since the essay media can also have clear educational influences in teaching a prosocial message and the complexity of human motivation as shown in our analysis” (Herron et al, 1998) of the essay various literature presented above. On Racial. Television is a very popular media and it is expected that people, especially children, will continue to watch television and introduction to religion, their lives will continue to be affected by the various programs and shows that they watch. It is essays on accountability, very important today, for all the parents, teachers, and model citizens, to get involved and try to make the affects of media as non-violent on our children as possible. All the essay parents must monitor the television watching activities of their children. The parents must make sure that they sit and watch television with their children and keep explaining to them what is going on. The children need to know how the violent images shown on television are not real and that they should not try to emulate what they see on television.
Parents should not use television as a 'babysitter' and must make the television viewing experience a family affair with the children. “It is our contention that the abdication of parental responsibilities and the erosion of the family are major contributors to the increasing number and the severity of the societal problems we face, including our subject, violent behavior” (Herron et al, 1998). The teachers in schools must also actively participate in educating the children about military on accountability, what they see on television. “The development of critical viewing skills should be the part of every elementary school curriculum. Curricula for the development of critical viewing skills already exists and has been shown to be effective (e.g., Singer, Singer Zuckerman, 1981). Teaching children how to introduction to religion essay, watch television more productively is extremely important because the use of educational television and other media appears to phd thesis, be growing in all educational levels” (Herron et al, 1998). Even those people who are not educators and are not yet parents must also help the children by any which way that they can. Introduction To Religion. The reason for buy assignment this is to religion, that all citizens experience first hand the conditions as posed by the society.
The children of notebook, today are going to grow up to form the societies of tomorrow. To Religion. We must all look after our children and make sure that they do not grow up under negative circumstances that can affect their minds and their behaviors. Truman Capote Critical Essays. “Our concerns about violence should not only include the need to monitor the kinds of programs our children watch but to advocate an understanding of the personal, family and societal issues which cause violence and determine what role television can play in reaching that understanding” (Herron et al, 1998). This means that everybody in the community must become involved if we are all to minimize the affects of violence in media on essay our children. There is a large chance that the violence in the media can propagate the interface and can directly, or indirectly, affect the essays on accountability viewers, especially children. At the same time, however, the same media can also be used to negate the introduction to religion harmful affects. There should be more awareness shows on and cohabitation essay television that teach children the hazards of violence and to religion, these must try to grab their attention without the use of violence or other objectionable material. “As a prime mover in supplying information, it can provide increased awareness of issues such as violence which will impact on large numbers of people. Buy Assignment Notebook. It is our hope that many will seek solutions to introduction to religion, such problems by military essays becoming more sophisticated users of what is available to to religion, them in the media. It is also our hope that people will become more psychologically aware: better interpersonal skills that come with psychological understanding can only phd thesis on optimal power flow result in a more peaceful world” (Herron et al, 1998).
1. Andison, F. S. (1977). “TV violence and viewer aggression: A cumulation of study results 1956-1976”. Public Opinion Quarterly, 41, 314-331. 2. Bandura, A., Ross, D., Ross, S. Introduction. A. (1963). “Vicarious learning and imitative learning”. Psychological Bulletin, 67, 601-607. 3. Belson, W. Phd Thesis On Optimal. (1978). Television violence and introduction essay, the adolescent boy. Hampshire, England: Saxon House. 4. On Racial. Bettelheim B. (1975). The uses of enchantment. The meaning and importance of fairy tales (pp. 41 - 42).
New York: Vintage Books, Random House. 5. Bryant J. (Ed.). (1990). Television and the American family. Hillsdale, NJ: Lawrence Erlbaum Associates. 6. Cannon, C. (1989, May 28). “Children's advocates pressuring lawmakers”. Miami Herald, p. Introduction To Religion Essay. D2. 7. Coates, B., Pusser, H. E., Goodman, I. Buy Assignment. (1976). “The influence of “Sesame Street” and “Mister Rogers' Neighborhood” on children's social behavior in preschool”. Child Development, 47, 138-144. 8. To Religion. Cook T. D., Kendzierski D. A., Thomas S. Truman. V. Introduction To Religion Essay. (1983). Military Essays. “The implicit assumptions of television research: An analysis of the 1982 NIMH Report on Television and Behavior”.
Public Opinion Quarterly, 47, 161-201. 9. Diener E., DuFour D. (1978). “Does television violence enhance program popularity?” Journal of Personality and introduction essay, Social Psychology, 36, 333-341. 10. Dorr A. Phd Thesis On Optimal Power Flow. (1986). Television and children: A special medium for introduction to religion a special audience. Beverly Hills, CA: Sage. 11.
Derdeyn, A.P, and Turley, J.M. (1994). Notebook. “Television, Films, and the Emotional Life of Children.” In Bryant J, Huston A.C., Zilman D. Media, Children, and the Family: Social Scientific, Psychodynamic, and Clinical Perspectives. Lawrence Erlbaum Associates. Hillsdale, NJ. 12. Desmond R. J., Singer J. Introduction To Religion Essay. L., Singer D. G. (1990). “Family mediation: Parental communication patterns and the influences of television on children”.
In J. Bryant (Ed.), Television and the American family (pp. 293-310). Hillsdale, NJ: Lawrence Erlbaum Associates. 13. Eron L. D., Walder L. O., Lefkowitz M. M. (1971). Learning of aggression in children. Boston: Little, Brown.
14. Evans, E. D., McCandless, B. R. Military On Accountability. (1978). Children and essay, youth (2nd ed.) New York: Holt, Rinehart Winston. 15. Evans, N. J. Phd Thesis. (1987). “A framework for assisting student affairs staff in fostering moral development”. Journal of Counseling and Development, 66, 191-194. 16. Fenigstein A. Introduction To Religion Essay. (1979). Notebook. “Does aggression cause a preference for viewing media violence?” Journal of Personality and Social Psychology, 37, 2307-2317. 17. Fox, Kaslow, Lewvant, McDaniel, Norton, Storandt Walker (August, 1994). Media and its impact on our children, our families, and our lives.
Presented at the APA 102nd Annual Convention, Los Angeles, CA. 18. Freedman, J. Introduction Essay. L. (1984). Notebook. “Effect of television violence on aggression”. To Religion. Psychological Bulletin, 96, 227-246. 19. Freedman, J. L. (1986). “Television violence and aggression: A rejoinder”.
Psychological Bulletin 100, 372-378. 20. Freedman J. Patient. L. (1988). “Television violence and aggression: What the introduction essay evidence shows”. In S. Oskamp (Ed.), Applied social psychology annual: Television as a social issue (Vol. 8, pp. 144-162). Newbury Park, CA: Sage. 21.
Friedrich-Cofer L., Huston A. C. (1986). “Television violence and aggression: The debate continues”. Psychological Bulletin, 100, 364-371. 22. Discrimination. Gadow, K. D., Sprafkin, J. (1989). “Field experiments of television violence with children: Evidence for an environmental hazard?” Pediatrics, 83, 399-405. 23. Geen R. G., Thomas S. L. To Religion. (1986). “The immediate effects of media violence on behavior”. Journal of Social Issues, 42, 7-27. 24. Communication. Geen, R.G. To Religion. (1994). “Television and Aggression: Recent Developments in Research and Theory.” In Bryant J, Huston A.C., Zilman D. Media, Children, and buy assignment notebook, the Family: Social Scientific, Psychodynamic, and to religion essay, Clinical Perspectives. Lawrence Erlbaum Associates. Hillsdale, NJ.
25. Greene, A. S. (April, 1992). Truman Capote Critical Essays. “Everybody (else) does it: Academic cheating”. Paper presented at the Eastern Psychological Association convention, Boston, MA. 26. Greene, A. S. Introduction Essay. Saxe. L. 1991). Critical Essays. “Tall tales told to teachers”. Unpublished manuscript. 27. Hearold S. ( 1986). “A synthesis of 1043 effects of television on social behavior”. In G. Comstock (Ed.), Public communication and behavior (Vol. Introduction To Religion Essay. 1, pp.
65-133). New York: Academic Press. 28. Herron, W. G, Javier, R. A., and Primavera, L. (1998). “Violence and the Media: A Psychological Analysis” International Journal of Instructional Media. Volume: 25. Phd Thesis On Optimal Power. Issue: 4. 29. Hoffman, M. S. Introduction To Religion. (Ed.) (1990). World almanac and book of facts. New York: Pharos Books. 30.
Huesmann L. R., Eron L. D., Lefkowitz M. M., Walder L. O. (1984). “Stability of notebook, aggression over time and introduction, generations”. Developmental Psychology, 20, 1120-1134. 31. Huston A. Capote. C., Wright J. C., Rice M. L., Rerkman D., St. M. Peters ( 1990). “The development of television viewing patterns in early childhood: A longitudinal investigation”. Developmental Psychology, 26, 409-420. 32. Johnson, O. (Ed.). (1990). Information please almanac 1991 New York: Houghton Mifflin. 33.
Lefkowitz M. M., Eron L. D., Walder L. O., Huesmann L. R. (1977). Growing up to be violent. New York: Pergamon. 34. McBee, M. L. (1982). “Moral development: From direction to introduction to religion essay, dialogue”. NASPA Journal, 20, 30-35.
35. Patient Practitioner. McGuire W. Introduction. J. (1986). “The myth of massive media impact: Savagings and salvagings”. In G. Comstock (Ed.), Public communication and behavior (Vol. 1, pp. 173-257). New York: Academic Press. 36.
Piaget, J. (1932). The moral judgement of the child. New York: Free Press. 37. Roberts D. Buy Assignment Notebook. F., Maccoby N. Introduction To Religion Essay. ( 1985). Communication Essay. “Effects of mass communication”.
In G. Lindzey E. Aronson (Eds.), Handbook of social psychology (Vol. 2, pp. Introduction. 539-598). New York: Random House 38. Singer J. L., Singer D. G. (1981). Television, imagination, and aggression: A study of preschoolers.
Hillsdale, NJ: Lawrence Erlbaum Associates. 39. St. M. Peters, Fitch M., Huston A. C., Wright J. Truman Critical Essays. C., Eakins D. ( 1991). “Television and families: What do young children watch with their parents?” Child Development, 62, 1409-1423. 40. Sullivan, H. S. (1953). To Religion Essay. The interpersonal theory of psychiatry. Phd Thesis. New York: Norton. 41. West, C. (1993).
Race matters, Boston: Beacon Press. 42. Wilson, W., Hunter, R. Introduction To Religion. (1983). “Movie-inspired violence”. Psychological Reports, 53, 435-441. 43. Essay. Winnicott, D. W. (1965). The maturational process and the facilitating environment. New York: International University Press. 44. Wood W., Wong F., Chachere J. (1991). Introduction To Religion Essay. “Effects of media violence on viewers' aggression in unconstrained social interaction”.
Psychological Bulletin, 109, 371-383 45. Wright J. Communication. C., St. M. To Religion. Peters, Huston A. C. (1990). “Family television use and its relation to children's cognitive skills and social behavior”. In J. Bryant (Ed.), Television and the American family (pp. 227-252).
Hillsdale, NJ: Lawrence Erlbaum Associates.
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Free Information Technology essays. Timetable Management System contains a database, which stores the introduction essay staff and students personal details. Only the administrator can view, add and persuasive discrimination, delete the data in the timetable. The main objective of developing the Timetable Management System is to have a quality and feasible timetable which is to improve the introduction essay current system that LIT is using. Another objective is the persuasive essay system should be user-friendly and introduction, easy to maintain. The system produced should be easily modified to address any form of constraints in an actual situation. The system should also be robust and truman capote critical, produce a feasible solution for any big problem. The College Time Table system is a very useful system for introduction, Students, Faculties Administrator through which students/parents can get the military essays information about them/their schedule.
This is introduction, also useful for faculties through which they can view when is capote essays, its classes. Administrator can add or remove students, faculties with very less effort also it can assign different jobs to different faculties. The scope of this system is this that it can be accessed by Students for getting information about themselves or their parents for getting the information of progress of their wards. 1.4 Report outline. Chapter 1 is the general introduction to the project. This gives the summary of introduction projects and essays, its objectives and scope and to religion essay, technology is being used for implementing this project. Chapter 2 gives the literature review which shows the persuasive essay discrimination drawback of traditional and current system which are overcome by this new system. Chapter 3 captures the planning and scheduling details of the project which is first step towards making project. This chapter includes models being followed by us to develop a project which includes scheduling details of the project.
Chapter 4 introduces the user of the introduction essay system and hardware and on racial, software required to introduction to religion, implement the system. Essay? This chapter includes the introduction to religion essay SRS (software Requirement Specification) of the on racial system which is base to to religion, develop any system; SRS includes the military essays functional and essay, non-functional requirement of the system. Chapter 5 covers the military essays system analysis and system design made by the developer of the introduction to religion essay system. This chapter includes feasibility study made by the developer of the system. Marriage Essay? The chapter also covers the design analysis made by developer of the system which includes details of the use cases, ER Diagram, Dataflow diagram, class diagram, sequence and activity diagrams which shows the functional and introduction, behavioral aspect of the system. Essays? It also describes the database design which shows the relations used in system as well as their relationship to each other. Chapter 6 deals with the implementation details of the system. This chapter includes testing, test cases and essay, the form designing of the truman capote critical essays system. Chapter 7 includes the introduction essay conclusion of the power flow project and future enhancement work that will done by developer in introduction to religion, future implementation phase of the project. Ch 2 Literature Review.
Traditionally, the system of managing a college timetable was done manually by persuasive on racial doing paper work. All the essay schedules of students/faculties and notebook, allocating subjects/classes/time had to be managed on paper. To Religion Essay? So if there were any changes to be made in the timetable it has to be replaced everywhere manually in the whole timetable making it messy and and cohabitation essay, more difficult. There was lot of manpower needed in this process and consumed more time. Thus the manual work was more and introduction to religion essay, system was complex. Then desktops or laptops were used to generate timetables which were produced by making tables consisting of particular subjects/classes/time and faculties required. This reduced the use of paper but the manual work was yet to be improved. At every place where there was any change in the schedule of faculty/student or adding any new faculty/subject it has to on racial, be changed manually everywhere thus consuming a lot of time. Thus in our project the work of to religion manually adding the subjects/classes/faculties and buy assignment, time has been erased due to the use of automated timetable generation which will be produced by giving subjects, faculties and time as inputs and generating a timetable as output. And whenever there will be any change in the schedule or there are any proxies the to religion use of instant messaging provided in our project will help to solve the problems/clashes generated between students/classes thus saving time and manpower. Ch 3 Project Management.
3.1 Project Planning and Scheduling. 3.1.1 Project Development and Approach. In incremental model, the software requirement is first broken into several modules that can be incrementally constructed and delivered. We have selected this model because user requirements are not clear and they are providing their requirements module wise so for the qualitative working system we found that this model is suitable for our Project. The development team first develop the core module of the on optimal power system. To Religion? The core modules are those that do not need services from any other module. On other hand non-core module needs services from other modules.
3.1.2 Project Plan. SPMP objective is to deliver the product in time and of high quality. The (project management) PM and (Quality Assurance management) QAM work together to achieve this by respectively checking that progress is buy assignment notebook, made as planned and monitoring the quality of the product at various stages. ' Maintain student/faculty Details. ' Maintain subject/classes/faculty schedule. ' Maintain master timetable. ' Maintain instant messaging. ' Maintain online management. ' Maintain data sharing Information. ' Performance Issues, Management And Technical Constraints:- ' Complete Project In Given Time.
' Working Of Server / Internet Properly. ' Historical Data Used:- ' Master timetable information. ' Estimation Techniques Used:- ' Function point(fp) and COCOMO model. Ch 4 System Requirements Specifications. 4.1 User characteristics. 1 .Administrator activities. ' Create the new user (Student Faculty). ' Remove the to religion student. ' View the records of Students faculties.
' Update the time table of Students. ' Update the subject allocated to faculties. 2. Faculty activities. ' Only view the owns schedule not others . ' Can't update its Schedule, its responsibility only to Administrator. 3. Student activities. ' Only view his/her time-schedule information not to others.
' Can't update its Schedule, its responsibility only to Administrator. 4.2 Hardware and essay, software requirements. Technology Used: ASP.NET. GUI Tools: Microsoft Visual Studio 2008. Database Server: Microsoft SQL Server 2008. Computer with following minimum configuration: - Pentium 4, 1.7 MHz Processor. Windows XP Professional (or above) with following components: - Microsoft .NET Framework.
- Internet Information Service (IIS 5.0) Microsoft SQL 2008. Functional requirements define the fundamental actions that system must perform. The functional requirements for essay, the system are divided into three main categories, Faculty/Student, Subject/Classes/Branch, and Master Timetable Management. Registration function provides the essay registration to member and managed registration details. ' The system shall record registrations.
Input: -registration details. Output: -registration successfully. ' The system shall record the member's details. Input: -member details. Output: -record successfully. ' The system shall display the edit fields. Input: -enter fields to update. Output: -display edited field. Input: -enter the member id.
Output: -retrieve the details. Login function provides the login to introduction essay, member and managed authentication. ' The system shall track login details. Input: - username and password. Output: - login successfully. ' The system shall record the password length details. Input: - password must be more than 8 letters/not.
Output: - password correct/incorrect. ' The system managed to remembered user password. Output: - keep password/otherwise not. ' The system shall track to allow password must me mixture of alphanumeric and symbols. Input: - enter password like alphanumeric and symbols. Output: - password is practitioner communication essay, correct/incorrect. ' Master Timetable Management:- Master timetable will show master details it occupies whole detail about faculty/classes/subject/branch etc.
' The system shall track all details about classes. Input: - classes no. Output: -show details about classes timetable. ' The system shall track all details about lab. Output: - show details about lab timetable. ' The system shall a master timetable . Input: - select master timetable. Output: - show whole master timetable details. Subject Management function mainly used to introduction essay, show details about which subject has offered by university and buy assignment, optional subject chosen by branch.
' The system shall display offered subject information. Input: -enter subject code. Output: - show details about subject. ' The system shall display offered semester-subject information. Input: -enter semester and subject code . Output: - shown subject for particular semester. ' The system shall display theory/practical details. Input: - select theory/practical. Output: - details about theory/practicals for subject.
' N1: Dynamicity in management. ' N2: Ease of Maintenance. ' N3: Automate the manual work. ' N4: Platform Independence. ' N5: Availability of updated data. ' N6: Authentication to authorized user. Ch 5 System Analysis System Design. System analysis is the process of gathering and interpreting facts, diagnosing problems and to religion, using the facts to improve the system. System specifies what system should do. A system is a set of on racial discrimination components that interact to accomplish some purpose. ' Identifying the drawback of the existing system.
' Identify the need for conversion. ' Perform feasibility study. ' Identify hardware, software and database requirements. ' Create a system definition that forms the foundation for subsequent work. 5.1 Feasibility Study: The feasibility of a project can be ascertained in terms of technical factors, economic factors, or both. To Religion Essay? A feasibility study is documented with a report showing all the ramifications of the project. 5.1.1Technical Feasibility: Technical feasibility refers to the ability of the process to take advantage of the current state of the technology in pursuing further improvement.
The technical capability of the personnel as well as the capability of the buy assignment notebook available technology should be considered. Technology transfer between geographical areas and to religion essay, cultures needs to be analyzed to understand productivity loss (or gain) due to differences. 5.1.2 Economic Feasibility: This involves the persuasive essay feasibility of the proposed project to generate economic benefits. A benefit-cost analysis and a breakeven analysis are important aspects of evaluating the economic feasibility of new industrial projects. The tangible and intangible aspects of a project should be translated into to religion, economic terms to facilitate a consistent basis for evaluation. 5.1.3 Operational Feasibility: All functional and non-functional requirements have been analyzed.
Functional requirements are the one the minimum things the system should support. Non-functional requirements are mainly to avoid external events that can affect the system performance. The proposed system is beneficial only buy assignment notebook, if they can. be turned into information system that will meet the to religion organization's functional requirements. An estimate should be made to buy assignment, know how strong the reaction of a user staff (Administration, faculties, students etc.) is likely to have towards the developed computerized system. Ch 6 Implementation. Firstly we will start testing with individual module and will perform unit testing on that. So we successfully verify and validate all modules by successively integrating each module. Moreover checking the work done was very important to reduce risk factor.
Checking was being ultimately handled by testing but interim checking was required. So we planned work done by one member was tested by other for some time and again revolved for other level check. This technique proved to be very much helpful as it came out with innovative ideas to reduces error very low level. 6.1.1 Testing Methods. Performance testing is designed to test the essay runtime performance of the system within context of the system. These tests were performed at module level as well as system level.
Individual modules were tested for required performance. We have tested our functions of essay discrimination components to to religion, check the specification of our components. Essays On Accountability? We selected input set to test the components like in essay, query process we gave the different kinds of inputs to examine their output. We tested software with sequences the have only single value. ' The position and related labels for all controls were checked. ' Name of the military essays form in system is given appropriately. ' All menu functions and sub functions were verified for introduction essay, correctness. ' Validations for all inputs were done. ' Each menu functions were tested, whether it invokes the corresponding functionality properly. ' Pull down controls was verified for proper functionality.
' Whether the non-editable text control is truman capote, disabling and it was also verified that it doesn't exceed the maximum allowed length. ' Whether the system prompts the essay user with appropriate message as and when invalid information is entered. Essays? All required fields aren't left blank. Ch 7 Conclusion and Future Enhancement. In our project timetable management, the website application will help the user to access the timetable as per to religion essay authority of user given by administration. This project gave us an opportunity to learn about working disciplines of an institute, the working standards and kind of knowledge used by an institute and real-life day to day problems that a student or a faculty comes across. Also we gained knowledge regarding how to deal with huge amount of buy assignment notebook classes and introduction to religion, subjects, managing the students from one class to another on daily basis, maintaining databases and asp.net programming. In future the work of phd thesis on optimal instant messaging and further module development can be done which will make our project fully automated. Also a more reliable software for the timetable should be provided.
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