Friday, January 24, 2020
Children and Television Violence Essay -- Media Violent Children Psych
Children and Television Violence Through what they experience on television, children are forced into adulthood at too young of an age. The innocence of youth is lost when children stare endlessly at a screen displaying the horrors of murder, rape, assault, devastating fire, and other natural disasters. Although these are occurrences in everyday life, things adults have grown accustomed to hearing about, children do not have the maturity level to deal with these tragedies appropriately. Children's behavior changes because they become desensitized to the violence. There are many preventative techniques that can be applied to ensure that negativity on television will not interfere with a child's development.      Children see violent acts on television and make an attempt to process it, and in doing so, their innocence is lost. According to Dr. David Elkind, president emeritus, National Association for the Education of Young Children, ?Television forces children to accommodate a great deal and inhibits the assimilation of material. Consequently, the television child knows a great deal more than he or she can ever understand. This discrepancy between how much information children have and what they can process is the major stress of television.? (160) Children?s minds are not fully developed; therefore, they can not be expected to understand the violence on television.      The media, specifically television, has become more and more violent, in not all too subtle ways, exposing many children to behaviors not appropriate to a young audience. Remember ?the Menendez brothers, who ruthlessly shot their parents as they ate ice cream and watched TV in their family room, planted in children?s minds the worst possibility -- that a parent could die violently at the hands of a child.? (Medved, et. al. 243) Seeing the violence, hearing about it, watching news reports about violent acts committed by real people, especially other children, affects the viewer negatively. Children can not relate to what they see when they are so young, making the act of watching violent television extremely questionable. Children should not know about murder and rape; however according to Gloria Tristani, Commissioner for the Federal Communications Commission, by the time they finish elementary school, children have witnessed 8,000 murders and 100,000 acts of viol ence. (Tristani... ...ing violence on television, parents are helping to eliminate the desensitization that happens from witnessing such wrongdoing. Bibliography Black, Jay, and Jennings Bryant. Introduction to Media Communication. Iowa: Brown, 1995. Eisenstock, Bobbie, PhD., and Cathryn C. Borum. A Parent?s Guide to the TV Ratings and V-Chip.           Washington: Media, 1995. Elkind, David. The Hurried Child. Reading: Addison, 1981. Krcmar, Marina, and Patti M. Valkenburg. ?A Scale to Assess Children?s Moral Interpretations of           Justified and Unjustified Violence and Its Repercussions.? Communication Research Oct.           1999: 608-635. ?Lock-Out Blocks Media Violence and Provides internet Safety for Your Children.? Lock-Out! n.           pag. 6 June 2000 . Medved, Diane, PhD., and Michael Medved. Saving Childhood. New York: HarperCollins, 1998. Medved, Michael. Hollywood VS. America. New York: HarperCollins, 1992. Nathanson, Ian. Telephone interview. 6 June 2000. Tristani, Gloria. ?Children and TV Violence Speech.? FCC 11 Feb. 1998: n. pag. 2 June 2002           .
Thursday, January 16, 2020
Quality Improvement Plan Essay
Executive Summary Today’s educational system is becoming increasingly competitive for both students and institutions. Total quality management is an approach that seeks to improve quality and performance in an organizations operations. It looks at the overall quality measures including managing the quality design and development as well as quality maintenance and improvement. In addition, it takes into account all quality measures at all levels especially for students. Because of quality management we were able to comprehend and seek solution to the problems regarding the uniform policy.We were able to visualize the outcome of our proposal if this could be implemented. I. PROBLEM STATEMENT The following quality issues noted during the actual observation in the standard policy of uniform at Far Eastern University – Business Center: Quality Problem 1: What will be the appropriate actions necessary to enhance the quality improvement of the university’s standard policy regarding its uniform? Quality Problem 2: How will the University encourage the students to comply with the said standards? Quality Problem 3: How will the FEU improve student awareness and obedience with respect to the implemented rules about uniform? Quality Problem 4: How will the university achieve consistency with regards to the rules implemented about the required uniform? Quality Problem 5: What will be the corrective actions needed to stop the piracy of university uniform by external sewers or producers? II. QUALITY TOOL Fishbone Diagram III. ROOT CAUSE OF THE PROBLEM Based on the cause-and-effect diagram (fish bone diagram) we noted the following attributions to the observed quality problem: MANPOWER a. What b. Went c. Wrong MATERIAL a. What b. Went c. Wrong MACHINE a. What b. Went c. Wrong METHODS a. What b. Went c. Wrong MOTHER NATURE a. What b. Went c. Wrong IV.RECOMMENDATION AND BENEFITS Recommendations Benefits 1. The FEU should develop only one standard uniform for both female and male students. (implementation of this matter will be discussed in the next sub heading) This will prevent confusion in identifying FEU students and regulate fair presentation that unity exists in our school. 2. The FEU should provide an orientation per institute before the start of class concerning the guidelines for proper wearing of uniform w/ corresponding punishment for students of non-compliance with uniform policy. (Ex: standard length of girl’s skirts, wearing of rubber shoes, etc.) Specifically, female students are benefited with this in terms of eliminating the erroneous reputation for it will provide pleasing impression to them but it will also promote good character of the school. 3. FEU’s student council per institute should effectively disseminate the new implemented uniform policy approved by the Institute’s Deans and considering enough time for the students to be prepared. Announcing personally increases student’s adherence to the policy and prevents student complaints of information from unreliable sources. 4. All of the said recommendations above would be crucial to maintain so we recommend that FEU should have its own official Tailoring Shop inside the school. Student accessibility and convenience, consistency, less costly service, and prevents delays. V.IMPLEMENTATION PLAN AND BUDGET VI. APPENDICES A. GLOSSARY Logistics – refers to the process of planning, implementing, and controlling the efficient, effective flow and storage of goods, services, and related information from point of origin to point of consumption for the purpose of conforming to customer requirements.†Note that this definition includes inbound, outbound, internal, and external movements, and return of materials for environmental purposes. Process – refers Quality – refers Standard – refers System – refers B. QUALITY FORMS Paste the scanned form (existing and the proposed form to be used) C. REFERENCES ISO 9001:2000, 4.2.2 – Control of Documents ISO 9001:2000, 4.2.3 – Control of Records ISO 9001:2000, 5.1 – Management Commitment ISO 9001:2000, 5.2 – Customer Focus ISO 9001:2000, 5.4 – Planning ISO 9001:2000, 6.0 – Resource Management ISO 9001:2000, 6.1 – Provision of Resources ISO 9001:2000, 6.2.2 – Competence, Awareness and training ISO 9001:2000, 6.3 – Infrastructure ISO 9001:2000, 6.4 – Work environment ISO 9001:2000, 7.4 – Customer-related processes, 7.2.1, 7.2.2. 7.2.3 ISO 9001:2000, 7.5.3 – Identification and traceability Council of Logistics Management, http://www.clm1.org/mission.html, 12 Feb 98) http://www.logisticsworld.com/logistics.htm
Wednesday, January 8, 2020
Symptoms And Possible Treatment Options For Apert Syndrome
According to the National Institutes of Health (NIH, 2013), Apert syndrome is a genetic disease that results in the premature fusion of the sutures between the bones of the skull (craniosynostosis), which causes an abnormally shaped head and face. Apert syndrome accounts for approximately 4.5% of all craniosynostosis syndromes, with an estimated birth prevalence of 1:64,500 (Giancotti et al., 2014, p. 1445). Because children with Apert syndrome exhibit a variety of craniofacial and central nervous system anomalies, many of them are likely to demonstrate severe speech and language difficulties. As a future speech-language pathologist, it is important to be aware of some of the major factors contributing to these children’s speech and language problems in order to better serve them and their families. Thus, in this paper, I will closely examine the causes, signs and symptoms, and possible treatment options for Apert syndrome, as well as explore some of the speech, language, hearing, and other related problems often associated with it. Causes Apert syndrome is caused by a genetic mutation that occurs early on in pregnancy. Recently, researchers at Oxford University identified the specific genetic change that results in the characteristic features of Apert syndrome. They report that slight, specific changes in the genetic makeup of chromosome number 10, known as â€Å"Fibroblast Growth Receptor Factor 2†(FGFR2), causes the rare syndrome. All children receive two
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