Projct Essay Example | Topics and Well Written Essays - 1250 words

Projct - Essay Example For this reason, we included all the relevant information and graphical representations on how exactly a child should be looked after and given all the necessary counseling support. Obviously, the topic is a very interesting and sensitive one that concerns a large number of people in the society. However, to be precise, we narrowed down on counseling therapists as our professional and parents. Having specialized on counseling psychology, it is these therapists who have a deeper understanding of young children and how they can be effectively brought up without interfering with their physical, physiological, emotional and mental growth. On the other hand, the topic will be targeting the parents and guardians as non-experts. Although they spend a lot of time interacting with children, the parents and guardians are not trained on child counseling (Winnicott 49). Despite spending their energies to bring up the children under their care, they might still not be in a better position of having a deeper understanding of the children’s emotional challenges. Thus, they might not be of much help when it comes to offering counseling services to such children. The information provided here is very important to all the audiences. To the professional therapists, it challenges them that every child has got a potential of thriving regardless of the situation. Meaning, they are the future of the society whose welfare should not be ignored at all. By providing them with all the necessary therapy support, all the children will be relieved from their traumatic experiences and feelings. Therefore, the information challenges the therapists to acknowledge that it is only through proper counseling services that a distressed child’s life can be restored and put back to a balance. Therefore, having known that fact, the therapists will have to dedicate their time and deliver their best services to the children who might be in a dire need

The things we seen- hazardous materials Essay Example | Topics and Well Written Essays - 500 words

The things we seen- hazardous materials - Essay Example The article presents with four incidents associated with the lack of knowledge regarding waste disposal which could have been safely avoided if proper regulations and methods were employed in the first place. The article provides for many important suggestions for the Emergency Responders which need to be taken care of when an incident of toxic material disposal comes up. It indicates the fact that an Emergency Responder should have adequate information regarding the different toxic materials and the methods that may be employed for their disposal. This is because incorrect techniques can result in severe consequences. Proper equipment with the Emergency Responders is also important which include remote drum openers as well as effective apparatus for the checking of the hazardous contents at the sites. The knowledge regarding the mixing of different chemicals should also be known along with the reactions caused by different hazardous substances so that essential decisions can be take n by the Emergency Responder at the site of the incidents. The article reports of four different cases where inappropriate methods of disposal were used.

The Prince By Niccolo Machiavelli

The Prince By Niccolo Machiavelli Niccolo Machiavellis gift to Lorenzo de Medici, The Prince, is a discourse discussing politics and how a prince should rule his state. Machiavelli describes his beliefs on the most efficient way for a prince to rule and remain in power and validates his arguments by referencing historical examples and using metaphors. One of the most prominent themes of The Prince is fortune. When speaking of fortune, Machiavelli is referring to luck, fate, or chance. He applies this concept to princes and principalities. Fortune can be either useful or advantageous, or it can be harmful or dangerous. Machiavelli believes that fortune controls half of ones life and the other half is controlled by ones own talent. Machiavelli argues that someone can gain power through his own ability or by good fortune. Good fortune could possibly come in the form of being born into power, buying power, or being assigned a governmental position. Machiavelli believes that it is very easy to come into power with fortune but very difficult to come into power with ones own ability. On the other hand, staying in power after acquiring it by fortune is very difficult whereas staying in power after acquiring it by virtue is rather simple. Machiavelli supposes this because people who have come into power with fortune rest simply on the will and fortune of whoever has given a state to them, which are two very inconstant and unstable things. They do not know how to hold and they cannot hold that rank: they do not know how (26). In other words, Machiavelli believes that individuals who acquire their power through fortune are unable to successfully hold their power because they do not have the necessary experience or found ation to effectively lead a state. Machiavelli compares fortune to a powerful and flooding river that inflicts destruction of plants, houses, and valuable resources. Although there is nothing that can be done to stop a raging river already in progress, preventable measures can be taken to ensure that such a river inflicts little to no harm by building dams and barriers. Similarly, fortune demonstrates her power where virtue has not been put in order to resist her and therefore turns her impetus where she knows that dams and dykes have not been made to contain her (98). In the same way that one can prevent a catastrophic river by building dams, a prince should strive to anticipate bad fortune so as to be capable of resisting it when it arrives. Since fortune controls half of ones life and the other half is controlled by ones own skill and ability, Machiavelli believes that, as mentioned before, a successful prince is capable of using his own ability to counteract bad fortune. He analyzes what a prince should do during times of peace so as to be prepared for times of war. His views on this concept are rather simple; a prince should have no other object, nor any other thought, nor take anything else as his art but that of war and its orders and discipline (58). Machiavelli expounds his argument by saying that a prince can prepare for war by exercising his mind and his actions. In order to train the mind, a prince should study past battles, wars, and leaders. Furthermore, in order to exercise his deeds, a prince should go on hunting trips so as to further understand his states land and keep his armies strong. According to Machiavelli, a prince cannot rely too much on fortune and must be able to accomplish tasks through his own prowess. He admits that relying on talent and strength is much more difficult than relying on fortune. Nevertheless, depending on fortune too much can be disastrous because fortune is unpredictable. If a prince who is accustomed to good fortune were to encounter sudden bad fortune, he would be unprepared, thus making the prince susceptible to devastation. Although a prince may resist fortune and instead rely on his own talents, this may still not be sufficient to attain Machiavellis perception of an ideal ruling system. Despite his scholarly and defensible politics, Machiavelli did become rather notorious for this concept because it excludes a heightened sense of morality. Machiavelli argues that a prince or ruler should not depart from good, when possible, but know how to enter into evil, when forced by necessity (70). In other words, Machiavelli believes that a prince must know how to adapt to certain circumstances even to the point of being immoral if it is in the best interest of his principality. Machiavelli states that there are two kinds of combat: one with laws, the other with force (69). He goes on to say that humans are inclined to follow the one with laws whereas animals are inclined to follow the one with force. According to Machiavelli, laws are not adequate enough for a prince effectively lead and therefore, the prince must learn to use force. Because animals are more inclined towards force, Machiavelli asserts that a truly effective ruler will become like animals. He draws attention to the fox and the lion. A fox is unable to protect itself from wolves and the lion is unable to protect itself from traps whereas a fox can detect traps and a lion can fight off wolves. Thus leading to Machiavellis conclusion; if a prince became like a lion and a fox then he would truly be a great ruler. The harsh realities that Machiavelli presents are contrary to what most people regard as virtuous or honorable. However, he believes that a truly virtuous prince is one who is willing to compromise his morals and do everything that is deemed necessary for the welfare of his state. Although beneficial for the principality, this may prove to be a problem for the prince because the inhabitants of his principality may not be satisfied if they learn of any immoralities or dishonesties the prince may have committed. This discontent may compel the public to dislike the prince. Therefore, Machiavelli cautions princes and rulers to always appear to be virtuous to the public. He even gives an example to prove that he is indeed correct in his assertion. He states that Alexander VI never did anything, nor ever thought of anything, but how to deceive men, and he always found a subject to whom he could do it (70). Furthermore, Machiavelli explains how the public should perceive a prince regarding certain traits. One particular quality that Machiavelli mentions is generosity. Machiavelli explains that generosity is obviously perceived as virtuous but a prince must remain careful so as not to gain a reputation of generosity. He argues that if a prince gains a reputation of generosity then he will be compelled to use his resources in order to keep that reputation. If, however, he were to try to liberate himself from a generous reputation, he would be perceived as parsimonious, thus causing hatred from the public and likely weakening him or even leading to his downfall. Another major topic that Machiavelli discusses regards whether it is better for a leader to be feared or loved. Machiavelli explains that since men love at their own convenience and fear at the convenience of the prince, a wise prince should found himself on what is his, not on what is someone elses (68). Machiavelli supports his contention by analyzing human nature. According to Machiavelli, people will always fear punishment regardless of the circumstances. On the other hand, if a prince is loved rather than hated, people will be more willing to disregard a connection of love for their personal benefit. However, as mentioned before, Machiavelli believes that a prince cannot be hated by the public. Therefore, a prince must ensure that he is feared but not hated. In summary, Machiavelli believes that ones ability controls half of his life and the other half is controlled by fortune. In order to be an effective leader, a prince must not become too reliant on good fortune and must overcome any obstacles that arise by using his own talents. Additionally, the prince must use his abilities to anticipate bad fortune so as to be prepared to combat it when it arrives. Furthermore, a prince must truly love and be virtuous to his country. He must love his country enough so as to be willing to employ certain vices such as cruelty, frugality, and deception. He must be feared and respected by the public but he must ensure that he is not hated. Machiavelli believes that if a prince or a ruler were to follow all of his recommendations and admonitions then that prince would surely be able to attain magnificence and be able to preserve his principality.

African Influenced Christianity in Toni Morrison’s Beloved Essay

Religion has influenced fiction since people first began writing fiction. Christianity tends to be one of the most influential forces on western writers in the last couple millennia, but the introduction of other cultures changes the influences present in books. The forced migration of enslaved Africans created a fascinating fusion between Christianity and native african religions, primarily totemistic but often involving archetypal pantheons. The slaves often identified with the Israelites enslaved in Egypt, and such parallels between biblical stories and their own experiences hastened the adoption of a modified Christianity by the slaves. Events in Toni Morrison’s Beloved reflect the experiences of the Israelites and other biblical figures in ways modified by native African religions. The slaves identification with the Israelites is used by Toni Morrison, who gives Paul D an equally divine rescue. So he raced from dogwood to blossoming peach. When they thinned out he headed for the cherry blossoms, then magnolia, chinaberry, pecan, walnut, prickly pear. At last he reached a fiel...

Scenario of the Internal Community:

A leadership marked by both personal integrity and value-driven vision, it is needless to argue, belongs to one of the most fundamental aspects of a truly effective organization. And as the new principal of a K-6 elementary school, whose composition consists in 450 students, 24 teachers, 15 office personnel and 1 custodian, I would do my best to build a legacy of strong leadership, vision and integrity. To my view, the challenges which the school currently faces all take cue from effective leadership, or its unfortunate lack thereof. If I may correctly surmise, teachers resort to â€Å"power cliques† only when circumstances make room for it; i. e. , when they feel that they can fill up the power vacuum stemming from a system’s the lack of able headship. Just the same, an educational institution begins to suffer from unfriendly atmosphere when a sensible lack of checks and balances within the system is tolerated. Change is therefore a key benchmark at the onset of my assumption of duties. But before making any administrative decision, I shall first circumscribe the nature and scope of the problems at hand, by paying close attention to the concerns of parents, teachers and other members of the community. Come August 1, I shall waste no time in gathering as much pertinent information as possible to figure what is wrong. After briefly introducing myself to the teachers and community, I shall initiate a campus-wide survey that would enable all stakeholders to vent their take on the current school system. The results shall become objects of inquiry during the brainstorming and deliberation of the school’s working vision – an activity which shall be participated in by the entire school’s staff, and shall be held a week before the school year formally commences. During the meeting, I shall be employing a â€Å"non-directive† or â€Å"democratic† approach to the affairs of the deliberation periods. I would empower my staff to brainstorm and deliberate among themselves – under my guidance – the practices that need serious alteration, if only we can work for the greater good of the struggling school community. In this approach, I am borrowing the idea propounded by Jonathan Rix and Kathy Simmons: effective learning institutions, they contend, needs â€Å"to alter† prevalent cultures so as to realign its vision towards maximal learning (2004, p. 67). By August 25, my mission is to communicate the new vision of the institution – collectively discerned, as they were, by the entire school administration and staff – to the parents and custodians concerned and, surely, to the students. On top of such vision, I would also propose the idea of frequent classroom visitations, as well as thorough reviews of all extant instructional objects and learning materials. And since I find inclusivity and involvement as necessary factors for effective learning communities, I shall propose to set convenient but â€Å"non-compromise-able† dates for regular updating, participated in by administrators, parents, students, as well as by some representatives from community organizations. Furthermore, I shall communicate to them the telling importance of mid-year evaluations, by way of school surveys, so as to rectify the seeming lack of checks and balances which the school once suffered from. The rest of the year shall be dedicated to a relentless effort in bringing about concrete fruition to the goals of the institution which has been set for the year. Goal-redefinition, if necessitated, can be accommodated during the mid-year. Critical to this continuing effort is my goal to meet all teachers and staff individually during the year. Personally, I would like to work on concepts that find their concrete correlation with reality. The effort is, obviously, onerous on my part. But I am a firm believe that no great things can be achieved overnight. If I want my educational organization to succeed, I have to undergo the painstaking process of brainstorming and implementing goals, as well as leveling honest reviews in respect its relative success, or lack of it. Running a school entails the continued appreciation of the systems that work, a courage to change what does not work, and the wisdom to know the difference between them.

Peace Psychology

As much as America has developed over the past hundred years, violence has grown to be a very critical part of today’s society; domestic violence, workplace violence, school violence, gang violence and etc. The rate of violence is enormous and as sad as it is to say, it starts with the young children in our society. Children are growing to be a very significant part of the high violence rates today. People may wonder where children learn violence at such an early age, although many of it is learned in your own house, or at school, the biggest source of violent information is learned from the media.Children’s television such as cartoons who portray violence to be a positive act of entertainment, or video games in which the main objective is to steal, kill and hurt others in order to advance through the game and even movies which pan out a long sequence of various acts of crime and violence. Violence is ultimately everywhere, and it is hard to avoid, especially as a child in today’s growing age, as hard as it is to avoid as a child, it is even harder to not imitate what is seen in the house, or on TV or in particular video games. Albert Bandura is famous psychologist who is most know for his social learning theory.Bandura believed that all behavior was learned through imitation rather than genetic factors. He believed that social influence such as what is seen on TV, movies and videos games is primarily responsible for children’s growth and behavior. Albert Bandura’s (1961) famous Bobo Doll experiment is a prime example of how children will indeed imitate what they see done by an elder person such as a role model. Selected kids who were chosen as participants for this study sat behind a window and watched as their parents walked into a room and intentionally punched and kicked a bobo doll and harshly beat it.Then as the kids proceeded into the room with the bobo doll, they imitated their parents every move by kicking, punching a nd beating the bobo doll just like their parents just did minutes prior. Although this experiment has been debated for various reasons in the past, it is still a very powerful and informative experiment that goes to show how vital it is for kids to be exposed to the proper material in order to keep them from disruptive behavior.Frequent exposure to violent television shows and video games can really affect a child’s upbringing, it begins to desensitize children as well as affect their moral development as they begin to believe that violence and crime are part of the norm, and these immoral acts won’t deviate them from society. According to Funk, Buchman, Jenks and Bechtoldt (2003), â€Å"The possibility that exposure to violent video games will result in desensitization and subsequent impairment of the processes involved in the moral evaluation of aggression and violence has not yet been studied.However, violent video games condone, promote, and justify the use of vio lence while concealing realistic consequences. When playing a violent video game, the player first observes repeated demonstrations of violent actions. To succeed, the player must then identify and select the violent strategies built in by the game designers. Choosing not to apply the authorized violent tactics results in defeat or obliteration. Players who prudently choose violent strategies experience cycles of practice coupled with positive reinforcement for their astute decisions.In violent video games, violence is acceptable because it is not real; therefore, ‘‘victims’’ do not really suffer â€Å"(2003, P. 416). Although their hasn’t been sufficient studies done on the direct desensitization of video games and TV on children, it still has a profound impact on children as they are positively reinforced consistently for the violent acts in video games and as an affect of doing so, it begins to take a toll on their moral development seeing in whi ch they are being rewarded for their immoral acts. Desensitization to violence involves changes in both emotional and cognitive responsivity. Changes in emotional responsivity are seen in the blunting or absence of emotional reactions to violent events, which would commonly elicit a strong response. Cognitive changes are demonstrated when the customary view that violence is uncommon and unlikely is transformed to the belief that violence is mundane and inevitable.Empathy and attitudes towards violence are components of the process of moral evaluation that may reflect both emotional and cognitive desensitization, with empathy decreasing and proviolence attitudes being strengthened† (Funk, Buchman, Jenks and Bechtoldt, 2003, P. 416-417). As kids become desensitized to violence, their emotional and cognitive responses become altered. In a violent situation where a child would normally be threatened by what’s going on, when a child’s emotional esponsivity is altered, they will react differently to a violent situation and won’t be as threatened or feared by what’s going on. When an innocent bystander has a gun pulled on them, it will elicit a strong response of fear and terror, a child who has become desensitized to violence and has been emotionally altered, they won’t be as prone to eliciting that same response but would rather be much more calm and collective in the same situation. A child who has become cognitively altered will expect violence and when it occurs, won’t be as threatened by it.In the same situation when a innocent bystander has a gun pulled on them, they will be shocked and terrified because they would have never expected for such a act of violence and crime to occur, but in the same situation with a cognitively altered child who has become cognitively desensitized, they won’t be as shocked by it because they expected it and believed it would happen and that it is common. Becoming desensitized at an early age can have a very negative effect on children as they begin to age, they will see crime and violence as an acceptable cause rather than an immoral act of indecency.Video games have become a very powerful representation of crime and violence to young children all over the world. The acceptance of these immoral acts in these video games have altered the representations of these acts in many children’s minds, before where they may have been seen as negative, may now be seen as positive. According to Funk, Buchman, Jenks and Bechtoldt (2003), â€Å"Exposure to violence in video games may influence the development of proviolence attitudes because, in such games, violence is not only justified and rewarded, it is presented as fun.In contemporary violent video games violence is at the same time both realistic and unreal, negating the suffering of victims. Playing violent video games encourages fantasizing about aggression and cognitive rehearsal of aggressive acts; t his may not only strengthen proviolence attitudes but also, through cognitive priming, increase the accessibility of aggressive behaviors in real life (Eron, 2001)† (2003, P. 418).If children begin to believe that violence and criminal activities are fun and exciting and worthwhile, they will me much more prone to doing these acts and feeling more comfortable while performing and or being around these immoral acts. Many people don’t understand how powerful the media just is, parents put their children in front of the TV screen and believe that as long as they are preoccupied they will be ok, but they regret to realize how much of an impact television and especially the media can have on children, ‘‘Media is the most ubiquitous source of violence encountered by the majority of children’’ (Groves 1997, p. 72). Media violence is everywhere for children to view, in books, video games, magazines, newspapers, school, television, from friends and even from family, violence is ultimately everywhere, and children are exposed to it today then they have ever been before. According to Erwin and Morton, â€Å"Young children and their families don’t have to leave their homes to witness violence; it is brought directly into their homes on a daily basis.Before young children even enter kindergarten they are exposed to over 4,000 h of television viewing (American Psychological Association 2005) and by the time they leave elementary school children will have witnessed 8,000 murders and 100,000 acts of violence on just television alone (Levin 1998). Nearly 1,000 children’s television programs were analyzed in Britain and results revealed that 39% contained violence including 4,000 violent acts involving shootings and other forms of physical assault (Gunter and Harrison 1997).In a study examining violence in over 2,700 television programs across 23 channels of broadcast networks, public broadcasting, and cable, Wilson et al. ( 2002) found that nearly 7 out of 10 children’s shows contain some type of physical aggression and that, within a typical 1 h children’s program, a child is likely to witness one violent act every 4 min. In comparisons between children’s and other types of television programming, the study authors concluded that ‘‘violence is more prevalent and concentrated in programs specifically targeted to viewers under age 13’’ (p. 7). The amount of violence in shows specifically aimed at young children is inexcusable. Incredibly, the average American child spends approximately 1,023 h per year watching television which is greater than the 900 h children spend in school each year (National Center for Children Exposed to Violence 2003)† (2008, P. 105). These numbers are enormous considering the time children spend watching TV is greater than the amount of time children spend in the classroom.Although the classroom is meant for learning, the med ia has become a very powerful source of information itself and has become a strong means of learning for many children today. According to reports by the Surgeon General’s Scientific Advisory Committee on Television and Social Behavior, which was created in 1969, as well as the National Institute of Mental Health, the three primary effects of media violence on children are (a) reduced sensitivity to the pain and anguish of others, (b) increased fearfulness, and (c) greater aggressive or violent behavior toward others (American Psychological Association 2005).In addition, The American Psychological Association (2005) maintained that existing research suggests that exposure to violence in the media leads to increased acceptance of aggressive attitudes and behavior in children† (Erwin and Morton, 2008, P. 107). The three primary effects by the media are all critical components in violent criminals that exist today, reduced sensitivity to the pain and anguish of others help s criminals do immoral acts without feeling any sympathy for the people they are doing it to.Increased fearfulness makes them more aggressive people who feel confident corrupting the lives of others, and finally greater aggressive or violent behavior which is the vital component of being a violent criminal. â€Å"Research suggested that television violence does increase children’s real-life aggressive behavior, beliefs, and attitudes (Boyatzis and Matillo 1995; Gentile et al. 2003; Paik and Comstock 1994; Wood et al. 1991). In a 15-year longitudinal study, Huesmann et al. (2003) found that exposure to media violence in childhood is not only associated with aggressive behavior, but is also a predictor of violent behavior.There is also a greater tolerance for aggression in others when children are exposed to television violence (Molitor and Hirsch 1994). In addition to researchers, early childhood advocates argue that witnessing media violence can have a negative impact on chi ldren’s perceptions of reality. Children under the age of eight are not prepared for or developmentally capable of discriminating reality from fantasy or understanding the subtleties in communication, action or motivation (NAEYC 1994).Because children are still developing emotionally and cognitively they are likely to imitate what they see on television without distinguishing reality from fantasy thus becoming more indifferent and less empathetic about aggression in the real world (Groves 1997; Kirsh 2005). Re-enacting in play what is seen in the real world is how children begin to make sense of the world around them. Imaginative play, which is a necessary and vital part of early childhood learning, is negatively impacted as the result of frequent exposure to violence in the media (NAEYC 1994). Media violence also demonstrates to young children that aggression is an cceptable and viable option for solving problems, abuses of power are necessary in interpersonal relationships, and a distorted appeal of war (Carlsson-Paige and Levin 1988)† (Erwin and Morton, 2008, P. 107). This current research goes to prove how critical and important it is for parents to realize the impact the media can have on their children. The more children are exposed to the crime and violence that occurs in the media, the more aggressive and violent they become, it has a significant effect on their moral development as well as their tolerance for violence crime.It also explains how children imitate what they see on TV and as they begin to believe that violence and crime are socially accepted by the media, they will me more prone to committing acts of violence and or crime. Ultimately the media has a very influential impact on young children, and if parents do not become more aware of this, our youth will continue to grow into to a violent and criminally fulfilled society. References American Psychology Association. (2005). Violence in the media:Psychologists help protect chil dren from harmful effects. Retrieved April 4, 2005, from APA Online: ttp://ww. psychologymatters. org/mediaviolence. html. Bandura, A. , Ross, D. , & Ross, S. A. (1961). Transmission of aggression through imitation of aggressive models. Journal of Abnormal and Social Psychology, 63, 575-582. Boyatzis, C. J. , & Matillo, G. M. (1995). Effects of ‘the Mighty Morphin Power Rangers’ on children’s aggression with peers. Child Study Journal, 25(1), 45–57. Carlsson-Paige, N. , & Levin, D. (1988). Young children and war play. Educational Leadership, 45(4), 80–84. Eron, L. D. (2001). Seeing is believing: How viewing violence alters attitudes and aggressive behavior.In A. C. Bohart, & D. J. Stipek (Eds. ), Constructive and destructive behavior: Implications for family, school and society ( pp. 49–60). Washington, DC: American Psychological Association. Erwin, E. J. , &Morton, N. (2008). Exposure to media violence and young children with and without dis abilities: Powerful opportunities for family-professional partnerships. Early Childhood Education Journal, 36, 105-112. Funk, J. B. , Buchman, D. D. , Jenks, J. , Bechtoldt, H. (2003). Playing violent video games, desensitization, and moral evaluation in children. Applied Developmental Psychology, 24, 13-436. Gentile, D. A, Linder, J. R. , & Walsh, D. A. (2003, April). Looking through time: A longitudinal study of children’s media violence consumption at home and aggressive behaviors at school. Paper presented at the Biennial Conference of the Society for Research in Child Development, Tampa, FL. Groves, B. (1997). Growing up in a violent world: The impact of family and community violence on young children and their families. Topics in Early Childhood Special Education, 17(1), 74–102. Retrieved February 8, 2005 from the Academic Search Premier. Gunter, B. , & Harrison, J. (1997).Violence in children’s programmes on British television. Child Society, 11, 143†“156. doi:10. 1111/j. 1099-0860. 1997. tb00022. x. Huesmann, L. R. , Moise-Titus, J. , Podolski, C. , & Eron, L. D. (2003). Longitudinal relations between children’s exposure to TV violence and their aggressive and violent behavior in young adulthood: 1977–1992. Developmental Psychology, 39(2), 201–221. Kirsh, S. J. (2005). Cartoon violence and aggression in youth. Aggressive and Violent Behavior, 11(6), 547–557. doi:10. 1016/ j. avb. 2005. 10. 002. Levin, D. (1998). Remote control childhood: Combating the hazards of media culture.Washington, DC: National Association for the Education of Young Children. Molitor, F. , & Hirsch, K. W. (1994). Children’s toleration of real-life aggression after exposure to media violence: A replication of the Drabman and Thomas studies. Child Study Journal, 24(3), 191–208. National Association for the Education of Young Children. (1994). NAEYC position statement on media violence in children’s lives. W ashington, DC: Author. National Center for Children Exposed to Violence. (2003). Statistics: Violence in the media. Retrieved May 7, 2004, from: http://ww. nccev. org/violence/statistics-media. html. Paik, H. & Comstock, G. A. (1994). The effects of television violence on antisocial behavior: A meta-analysis. Communication Research, 21, 516–546. doi:10. 1177/009365094021004004. Wilson, B. J. , Smith, S. L. , Potter, W. J. , Kunkel, D. , Linz, D. , Colvin, C. M. , et al. (2002). Violence in children’s programming: Assessing the risks. The Journal of Communication, 52(1), 5–35. doi:10. 1111/j. 1460-2466. 2002. tb02531. x. Wood, W. , Wong, F. Y. , & Chachere, G. (1991). Effects of media violence on viewers’ aggression in unconstrained social interaction. Psychological Bulletin, 109, 371–383. doi:10. 1037/0033-2909. 109. 3. 371.