...Aggression and Violent Behavior 10 (2004) 99 – 128 Does viewing violent media really cause criminal violence? A methodological review Joanne Savage* Department of Justice, Law and Society, American University, 4400 Massachusetts Avenue, NW, Washington, DC 20016-8043, USA Received 9 September 2002; received in revised form 26 October 2003; accepted 30 October 2003 Abstract The topic of media violence has been the subject of heated debate in recent decades. There is a vast empirical literature on the effects of television on aggression but no published comprehensive review has ever focused on those studies that use criminal aggression as their outcome. The present paper represents an attempt to fill this void and provide a resource for those who do not wish to delve into four decades of original research in order to assess this line of investigation. Studies are evaluated based on contemporary standards of research in the field of criminology. Although the possibility that television and film violence has an impact on violent criminality remains, it is concluded here that, despite persistent published reviews that state the contrary, the body of published, empirical evidence on this topic does not establish that viewing violent portrayals causes crime. D 2003 Elsevier Ltd. All rights reserved. Keywords: Television violence; Media violence; Violent crime 1. Introduction A vast empirical literature on the impact of television exposure on aggression has accrued over the...
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... You are required to use each of the three text extracts provided in this exam: Chesters, J. & L. Watson. (2012). Understanding the persistence of inequality in higher education: evidence from Australia. Journal of Education Policy, 28(2), 198-215. James, R., E. Bexley, M. Devlin & S. Marginson. (2007). Australian University Student Finances 2006. Centre for the Study of Higher Education: The University of Melbourne. Kearney, Judith. (2012). Unlucky in a lucky country: A commentary on policies and practices that restrict access to higher education in Australia. Journal of Social Inclusion, 3(1). QUESTION 1 5 Marks Describe the relationship between student work commitments and study. Refer to James et al. (2007), Table 3.8 for your answer. INSTRUCTIONS: Present your answer in the form of a data commentary in one or two well organised paragraphs. CRITERIA: You will be assessed on your ability to: * Set out a location statement * Highlight relevant information * Describe the features of the data * Use in-text citations to indicate the source, or sources, of your data. Question 2 5 Marks Write an essay plan for a 400 to 500 word essay written in response to the following question: Do you think that all Australian residents have equal access to a university education? Discuss using evidence from the 3 text extracts to support your response. CRITERIA: You will be assessed on your ability to: * Construct an outline...
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...Society for the Study of Social Problems Social Stratification and Health: Education's Benefit beyond Economic Status and Social Origins Author(s): John R. Reynolds and Catherine E. Ross Source: Social Problems, Vol. 45, No. 2 (May, 1998), pp. 221-247 Published by: University of California Press on behalf of the Society for the Study of Social Problems Stable URL: http://www.jstor.org/stable/3097245 Accessed: 27/02/2009 14:10 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=ucal. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit organization founded in 1995 to build trusted digital archives for scholarship. We work with the scholarly community to preserve their work and the materials they rely upon, and to build a common research platform that promotes the discovery and use of these resources. For...
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...Chlorine-Free material. The paper carries the Nordic Ecolabel for low emissions during production, and is 100% recyclable. Astron B44477 12/05 9 780755 928569 Education The Role of the Social Worker in the 21st Century – A Literature Review THE ROLE OF THE SOCIAL WORKER IN THE 21ST CENTURY A LITERATURE REVIEW ‘Indeed we have only the most general ideas of what we are trying to produce, what constitutes the essential skill of the social worker, and consequently still more varied ideas as to how to set about it’ (Younghusband, 1959, p.28). Professor Stewart Asquith Dr Chris Clark Professor Lorraine Waterhouse University of Edinburgh The views expressed in the report are those of the author(s) and do not necessarily reflect those of the Scottish Executive or any other organisation(s) by which the author(s) is/are employed. The Scottish Executive is making this research report available on-line in order to provide access to its contents for those interested in the subject. The Executive commissioned the research but has not exercised editorial control over the report. This web only report is accompanied by "Insight 25: The Role of the Social Worker in the 21st Century" also in web only format. Both reports are published by Information and Analytical Services Division, Scottish Executive Education Department, Victoria Quay, Edinburgh, EH6 6QQ. If you have any enquiries about these reports please contact the Dissemination Officer on 0131-244-0316. These...
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...List and be able to give examples of Bloom’s Cognitive Taxonomy of higher learning, and how it must be applied to multicultural education. Know this material well! Be able to listen to typical “teacher talk” and match up the levels appropriately. (Building MC Curriculum PPT) a. Level 1: knowledge –lists, label, recite, name, find, and memorize b. Level 2: Comprehension- paraphrase, discover, translate c. Level 3: Application- apply, transfer, generalize, relate, operate d. Level 4: Analysis- deduce, distinguish, dissect, audit, inspect e. Level 5: Synthesis- create, hypothesize, invent imagine, assemble f. Level 6: Evaluation- appraise, evaluate, interpret, predict, justify Study the 13 multicultural dispositions that Dr. T. has based his curriculum for this class on. Be able to quote them (your own words are Ok as long as they are accurate). (PPT a. Not about me, about the lives I serve b. Everyone can learn all my best effort c. Celebrate differences d. Many truths in the world e. Multi-disciplinary makes largest impression f. Analysis of power and privilege needed g. Disagree with being… h. Stay on top of things to always justify i. Show every side, let them decide j. Get thicker skin k. Good intentions are not enough l. First step begins with helping the hurt m. I must be the change Question: According to contemporary anthropologists, is race a stable category for organizing and differentiating the people of our world? (L, F-2) No its not ...
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...Abstract In 2003 the Government’s recommendations for the introduction of solid food to babies changed from four months to six months. Many parents continue to introduce solid food earlier than six months despite being aware of the recommendations. Delivering key messages about weaning has always been a part of the health visitors role. However, no formal, evidence based weaning intervention is currently being promoted to health visitors and advice continues to be communicated at the discretion of individual practitioners. Very little research exists on this topic, much emphasis has been placed on encouraging breast feeding as the main focus infant nutrition literature. Yet childhood obesity is on the rise and establishing healthy eating habits as a baby could pave the way for healthy eating habits later in life. This paper looks at the ways professionals communicate general messages about weaning and attempts to provide some clarity and guidance for health visitors about a humanistic intervention to educate parents about the benefits of waiting till six months, rather than using ‘scare tactics’ as to what could happen if they wean earlier. It is hoped that not only will this paper provide guidance about best practice, it will also highlight the importance of the subject and the pressing need for urgent research on the specific topic of delivering weaning advice. Table of Contents Page Abstract 1 ...
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...E C O N O M I C I S S U E S 1 Growth in East Asia What We Can and What We Cannot Infer Michael Sarel I N T E R N A T I O N A L M O N E T A R Y F U N D E C O N O M I C I S S U E S 1 Growth in East Asia What We Can and What We Cannot Infer Michael Sarel I N T E R N AT I O N A L M O N E TA RY F U N D WASHINGTON, D.C. ©1996 International Monetary Fund ISBN: 1-55775-607-4 Published September 1996 Reprinted November 1996 To order IMF publications, please contact: International Monetary Fund, Publication Services 700 19th Street, N.W., Washington, D.C. 20431, U.S.A. Tel.: (202) 623-7430 Telefax: (202) 623-7201 Internet: publications@imf.org Preface The Economic Issues series was inaugurated in September 1996. Its aim is to make accessible to a broad readership of nonspecialists some of the economic research being produced in the International Monetary Fund on topical issues. The raw material of the series is drawn mainly from IMF Working Papers, technical papers produced by Fund staff members and visiting scholars, as well as from policy-related research papers. This material is refined for the general readership by editing and partial redrafting. The following paper draws on material originally contained in IMF Working Paper 95/98, “Growth in East Asia: What We Can and What We Cannot Infer From It,” by Michael Sarel, an Economist in the Fund’s Southeast Asia and Pacific Department. It has been prepared by David D. Driscoll of...
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...CENTER HARVARD UNIVERSITY BOSTON, MA USA Teaching, Learning, and Research in the “Just Google It” Age CONFERENCE PROCEEDING VOL. 5, NO.1 ISSN: 2330-1236 Table of Contents Authors Paper Title Page Maryam Abdu Investigating Capital Structure Decisions and Its Effect on the Nigerian Capital Market 1 Norsuhaily Abu Bakar Rahimah Embong Ibrahim Mamat Ruzilawati Abu Bakar Idris Abd. Hamid Holistically Integraded Curriculum: Implications for Personality Development 16 Sandra Ajaps Geography Education in the Google age: A Case Study of Nsukka Local Government Area of Nigeria 30 Helen Afang Andow Impact of Banking Reforms on Service Delivery in the Nigerian Banking Sector 45 Billy Batlegang Green IT Curriculum: A Mechanism For Sustainable Development 59 Rozeta Biçaku-Çekrezi Student Perception of Classroom Management and Productive Techniques in Teaching 74 Thomas J.P.Brady Developing Digital Literacy in Teachers and Students 91 Lorenzo Cherubini Ontario (Canada) Education Provincial Policy: Aboriginal Student Learning 101 Jennifer Dahmen Natascha Compes Just Google It?! But at What Price? Teaching Pro-Environmental Behaviour for Smart and Energy-Efficient Use of Information and Communication Technologies 119 Marion Engin Senem Donanci Using iPads in a dialogic classroom: Mutually exclusive or naturally compatible? 132 Nahed Ghazzoul Teaching and Learning in the Age of 'Just Google it' 149 Saba A. Gheni Falah H. Hussein Teaching Against Culture of Terrorism...
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...A TEACHER’S GUIDE TO THE SIGNET CLASSICS EDITION OF G EORG E B E R N A R D S HAW ’S PYGMALION By LAURA REIS MAYER BUNCOMBE COUNTY SCHOOLS, ASHEVILLE, NORTH CAROLINA S E R I E S E D I T O R S JEANNE M. MCGLINN, Ph.D., University of North Carolina at Asheville and W. GEIGER ELLIS, Ed.D., University of Georgia, Professor Emeritus 2 A Teacher’s Guide to the Signet Classics Edition of George Bernard Shaw’s Pygmalion TABLE OF CONTENTS An Introduction .......................................................................................3 Synopsis of the Play .................................................................................3 Prereading Activities .................................................................................6 During Reading Activities ......................................................................13 After Reading Activities .........................................................................21 About the Author of this Guide .............................................................29 About the Editors of this Guide .............................................................29 Full List of Free Teacher's Guides...........................................................30 Click on a Classic ..................................................................................31 Copyright © 2007 by Penguin Group (USA) For additional teacher’s manuals, catalogs, or descriptive brochures, please email academic@penguin.com or write...
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...Some definitions of literary devices, techniques and style from searching via http://www.ferretsoft.com/ LITERARY DEVICES http://mrbraiman.home.att.net/lit.htm Literary devices refers to any specific aspect of literature, or a particular work, which we can recognize, identify, interpret and/or analyze. Both literary elements and literary techniques can rightly be called literary devices. Literary elements refers to aspects or characteristics of a whole text. They are not “used,” per se, by authors; we derive what they are from reading the text. Most literary elements can be derived from any and all texts; for example, every story has a theme, every story has a setting, every story has a conflict, every story is written from a particular point-of-view, etc. In order to be discussed legitimately, literary elements must be specifically identified for that text. Literary techniques refers to any specific, deliberate constructions of language which an author uses to convey meaning. An author’s use of a literary technique usually occurs with a single word or phrase, or a particular group of words or phrases, at one single point in a text. Unlike literary elements, literary techniques are not necessarily present in every text. Literary terms refers to the words themselves with which we identify and describe literary elements and techniques. They are not found in literature and they are not “used” by authors. Allegory:...
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...Knowledge Area Module I: Principles of Societal Development Student: Michael Moore Michael.Moore@waldenu.edu Program: PhD in Applied Management and Decision Sciences Specialization: Leadership and Organizational Change KAM Assessor: Dr. Javier Fadul Javier.fadul@waldenu.edu Faculty Mentor: Dr. Javier Fadul Javier.fadul@waldenu.edu Walden University February 5, 2011 ABSTRACT Breadth This Knowledge Area Module (KAM) broadens common knowledge of societal and cultural development by looking beyond economic and conflict theories for understanding other positions regarding social advancement. The Breadth Component studies societal and cultural development in terms of evolutionary, cyclical, and fundamentalist theories and demonstrates why it is important to looking beyond the popularly accepted knowledge about social development represented by economic and conflict theory. This approach provides a more robust generalization that more adequately describes social advancement, and concludes that classical researchers did not consider leadership as a social segment to be studied, that influences societal and cultural development. Leadership understanding of societal and cultural development is critical for enabling them to lead positive social change. ABSTRACT Depth The Depth section compares modern research in societal and cultural development to the theories of classical researchers in order to further develop the findings of the classical study, and to determine if leadership...
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...RADIMED Explaining and understanding the role of exposure to new social media on violent extremism. An integrative quantitative and qualitative approach Summary en kwantitatieve benadering/ Commissioners Promoter/coordinator Co-promoters Researchers Belspo FOD Binnenlandse zaken – Directe algemene veiligheid Lieven PAUWELS - UGent Fabienne BRION - UCL Brice DE RUYVER – Ugent Marleen EASTON - Ugent Nele SCHILS – Ugent Julianne LAFFINEUR - UCL 1 1. Introduction Research problem Worldwide, both policy and research pay a lot of attention to extremism, and radicalization as the process leading to extremism (Van de Linde & Rademaker, 2010). Scholars and policymakers increasingly focus on unravelling the processes of radicalisation, hoping to prevent the violent radicalisation of their own youth and eventually political violence (Van de Line & Rademaker, 2010). The Internet and its constant technological developments in particular are causes of concern (Conway, 2012). Recently, we have seen a boom in new social media (NSM) and other web 2.0 applications, bearing a large potential for communication and networking (Conway, 2012). These developments have transformed the world in an online village, with every offline actor being represented online. It is therefore no surprise that criminals, radicals, violent extremists and terrorists also use this medium to their advantage (Benschop, 2006; Stevens & Neuhmann, 2009; Weimann, 2004). By means...
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...Annu. Rev. Anthropol. 1999. 28:i–xxiii Copyright © 1999 by Annual Reviews. All rights reserved WHAT IS ANTHROPOLOGICAL ENLIGHTENMENT? Some Lessons of the Twentieth Century Annu. Rev. Anthropol. 1999.28:i-xxiii. Downloaded from www.annualreviews.org by 197.179.183.136 on 11/03/13. For personal use only. Marshall Sahlins Department of Anthropology, University of Chicago, Chicago, Illinois 60637; e-mail: m-sahlins@uchicago.edu Key Words: modernity, indigenization, translocality, culture, development n Abstract A broad reflection on some of the major surprises to anthropological theory occasioned by the history, and in a number of instances the tenacity, of indigenous cultures in the twentieth century. We are not leaving the century with the same ideas that got us there. Contrary to the inherited notions of progressive development, whether of the political left or right, the surviving victims of imperial capitalism neither became all alike nor just like us. Contrary to the “despondency theory” of mid-century, the logical and historical precursor of dependency theory, surviving indigenous peoples aim to take cultural responsibility for what has been done to them. Across large parts of northern North America, even hunters and gatherers live, largely by hunting and gathering. The Eskimo are still there, and they are still Eskimo. Around the world the peoples give the lie to received theoretical oppositions between tradition and change, indigenous culture and modernity,...
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...50 Key Concepts in Gender Studies Jane Pilcher & Imelda Whelehan Fifty Key Concepts in Gender Studies i Recent volumes include: Key Concepts in Social Research Geoff Payne and Judy Payne Key Concepts in Medical Sociology Jonathan Gabe, Mike Bury and Mary Ann Elston Forthcoming titles include: Key Concepts in Leisure Studies David Harris Key Concepts in Critical Social Theory Nick Crossley Key Concepts in Urban Studies Mark Gottdiener The SAGE Key Concepts series provide students with accessible and authoritative knowledge of the essential topics in a variety of disciplines. Cross-referenced throughout, the format encourages critical evaluation through understanding. Written by experienced and respected academics, the books are indispensable study aids and guides to comprehension. JANE PILCHER AND IMELDA WHELEHAN Fifty Key Concepts in Gender Studies SAGE Publications London • Thousand Oaks • New Delhi iii © Jane Pilcher and Imelda Whelehan 2004 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, transmitted or utilized in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without permission in writing from the Publishers. SAGE Publications Ltd 1 Oliver’s Yard 55 City Road London EC1Y 1SP SAGE Publications Inc 2455 Teller Road Thousand Oaks, California 91320 SAGE Publications India Pvt Ltd B-42 Panchsheel Enclave Post Box 4109 New Delhi 100 017 British Library...
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...Literary Theory and Schools of Criticism Introduction A very basic way of thinking about literary theory is that these ideas act as different lenses critics use to view and talk about art, literature, and even culture. These different lenses allow critics to consider works of art based on certain assumptions within that school of theory. The different lenses also allow critics to focus on particular aspects of a work they consider important. For example, if a critic is working with certain Marxist theories, s/he might focus on how the characters in a story interact based on their economic situation. If a critic is working with post-colonial theories, s/he might consider the same story but look at how characters from colonial powers (Britain, France, and even America) treat characters from, say, Africa or the Caribbean. Hopefully, after reading through and working with the resources in this area of the OWL, literary theory will become a little easier to understand and use. Disclaimer Please note that the schools of literary criticism and their explanations included here are by no means the only ways of distinguishing these separate areas of theory. Indeed, many critics use tools from two or more schools in their work. Some would define differently or greatly expand the (very) general statements given here. Our explanations are meant only as starting places for your own investigation into literary theory. We encourage you to use the list of scholars and works provided for each...
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