Machine gun fire, explosions, and screams for help are only a few of the sounds that can be heard emanating from a child’s bedroom today, while his parents listen nervously just outside his door. Horrified, these parents shake their heads ruefully, wondering at the power of entertainment available for kids nowadays. Sometimes they even argue whether it is right for their child to have access to this sort of violence: the kind found in most video games, television shows, and movies all over the world. But honestly, does it make a difference in the child’s development as a productive member of society, and if so, can a parent really do anything about it? These are the questions that researchers of the subject hope to answer conclusively
In order to understand how media violence has an effect on children, different variables must first be examined. To begin with, children of various ages understand what they are watching very differently. Most of it depends on the length of their attention spans, the way they go about processing their information, the amount of mental effort that they put in, and their own life experiences. These stages are broken up into five parts.
The first part is the effects on infants. Infants or children up to 18 months old can “Pay attention to an operating television set for short periods of time, but the attention demands a great effort and infants are more interested in their own activities.”1 Even when it seems that they are focusing on the television, infants will usually not be able to comprehend what is going on. They take it as a bunch of “Fragmented displays of light and sound”, which they can only recognize and put together certain pieces and characters. Although there is no evidence yet as to the effect of media violence on infants, there is still evidence that infants may imitate some behavior that they have seen on television.
The toddler period begins at roughly two-and-a-half to three years old. It is at this point that they begin to pay more attention to the television when it is on. They also begin to develop a minute capability to take some meaning out of what they watch. They are also more likely to copy what they see on television.
Children, who are at preschool age, three to five years old, start watching television with the intent of understanding the content. They are drawn to fast-pacing images, which tend to b...
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...t of violent games will grow up to be violent. But just as every cigarette increases the chance that someday you will get lung cancer, every exposure to violence increases the chances that someday a child will behave more violently than they otherwise would.”3
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Bibliography
1) Wendy L. Josephson, Ph.D. (1995). Television Violence: A Review of the Effects on Children of Different Ages. Retrieved Nov.17, 2004. Media Awareness Network. http://stauffer.queensu.ca/inforef/instruct/tv1.htm
2) Dr. Michael Craig Miller, (2000). Does Violence In The Media Cause Violent Behavior? Nov.18, 2004. Harvard Mental Health Letter. http://www.health.harvard.edu/medline/Mental/M901c.html
3) Senator Orrin G. Hatch, (1999). Children, Violence, And The Media. Nov.18, 2004. Senate Judiciary Committee Media Violence Report. http://www.senate.gov/~judiciary/mediavio.htm
4) Saul Kassin, (2004), Psychology. Retrieved Nov.19, 2004 New Jersey: Pearson Education, Inc.
THE EFFECTS OF MEDIA VIOLENCE ON CHILDREN
NOVEMBER 23, 2004
The dynamic of a win-lose bargaining situation can cause negotiations to be exceedingly tense and volatile because only one side will gain at the end of these type of negotiations. This makes the concept of distributive bargaining controversial. Michael Wheeler, the author of the article, Three cheers for teaching distributive bargaining, discusses how many professors at an academy of management conference disapproved of distributive bargaining negotiation tactics. Wheeler explains, a huge majority of the attendees disapproved of exposing their impressionable pupils to the reality that in some negotiations, more for one party means less for the other” (Wheeler, 2012).
Negotiation is referred to as a manner of resolving conflict between opposing parties in order to find an outcome that benefits each side. “In a win/win negotiation, strategies are used to facilitate a lasting agreement that satisfies the needs of both parties.”(Nierenberg, 1983) Negotiations are a constant occurrence on a daily basis. Many times we do not even realize that we are in the middle of a negotiation. Yet, just mentioning the word “negotiation” will send some people into a tailspin. Being in the middle of a negotiation that involves big purchases such as vehicles or real estate can be very frightening and stressful. They envision the stress of trying to broker a deal with a car salesman who has been trained to negotiate the best deal that will benefit the car dealership rather than the customer. But actually, 99.9 percent of the time negotiations are merely collaborating with someone in order to come up with an outcome that is beneficial to everyone involved.
Kolb, D. & Williams, J. (2007). Breakthrough Bargaining. Negotiation: Readings, Exercises, and Cases. 5, In Lewicki, R. et. al. New York: McGraw-Hill, Irwin. 206-214.
Lewicki, J. R., Barry, B., & Saunders, M. D. (2006). Negotiation: Readings, Exercises and Cases (5th ed.). New York: McGraw Hill.
Lewicki, R. J., Saunders, D. M., & Barry, B. (2010). Negotiation: Readings, exercises, and cases. New York: McGraw-Hill Irwin
Senate Committee on the Judiciary. “Media Violence Causes Youth Violence.” Mass Media. Ed. William Dudley. Farmington Hills, MI: Thompson Gale, 2005. 121-130.
When distributive bargaining do not work, integrative can take a place. Integrative bargaining is also known as “win-win” situation, and in this situation aim of negotiating process is to create as much values for each side as it is possible. We have to create new values that can be offered to an opponent to claim needed ones. Active listening is important it this negotiations, we have to focus on what other is saying not only verbally but also emotionally. By creating list of valued demands, we can discard less important so more valuable could be accepted by parties.
Does every thing in life revolve around negotiating? Your relationship with family, friends, significant other, school, church, work, does every thing have to be a negotiated? I feel the answer is of course "Yes." I want to feel I get value for what I’m spending, whether it is time, talent or money. As the payer I want the price to drop and you as the payee want the price to go up and get as much as you can. We both want to have a sense of achievement or movement. Reaching a deal reached between us is negotiating. Sounds easy doesn’t it. But the reality is that every negotiation is stressful and takes its toll on us.
Integrative negotiation often involves a higher degree of trust and the forming of a relationship. It can also involve creative problem-solving that aims to achieve mutual gains. It is also sometimes called win-win
Narrow the range of solution options, examine the list of options generated and focus on those that are strongly supported by one or more negotiators.
In a distributive bargaining approach, each negotiator’s objective is in direct conflict with the other. Looking at our situation, each party is concerned about the final price and has a limited number of resources. In starting a new business, Matt’s cash flow is low and there is limit on what he will spend for the service. On the other hand, Chris wants to ensure a high fee but also guarantee he will not lose money after buying gas for his lawnmower. The goal in distributive bargaining is not to find a mutually accepted outcome, but rather that one side gains preferential treatment. In other words, the final result is a win-lose scenario. In distributive bargaining, each party must decide before the negotiation where certain breakpoints lie. For Chris, maybe he can not afford more than $20 for the service, but is willing to pay $15. Conversely, Matt cannot accept less than $12, but would prefer $18. The spread between the resistance points, $12-$20, defines the bargaining range and where a settlement is likely to occur. If the resistance points did not overlap, a negotiation would no...
The question is, “Do violent video games influence children to act aggressively?” and “Can repetitive killing train a person to be violent himself?” Although the violence in these video games is fictional, research has proven the violence to lead to more aggressive behavior in children. Violent acts depicted in these games allow young children to believe that killing and fighting is acceptable and fun.
Children between two and eleven years of age watch an average of 25 hours of television a week.(Children's Television) Which means that children spend more time watching television than in school. With that statistic it is no wonder why this is such a huge problem that this nation has to deal with.
One argument supporting stronger measures toward violent crime prevention is to limit the exposure of violence through video programming by children. The arguments claim, children today are being exposed to an uncontrollable amount of violence through the use of technology. Senator John “Jay” Rockefeller states, “I introduced a bill that directs the National Academy of Sciences to conduct a comprehensive study on the impact of violent video games and programming on children” (Lyons). It is also argued that this impact of subjectivity to the vulnerability of a child’s mind could be negative (Lyons).
Furthermore, television violence causes aggressive behavior in children. Many people believe that children who watch violent television programs exhibit more aggressive behavior than that exhibited by children who do not (Kinnear 23). According to the results of many studies and reports, violence on television can lead to aggressive behavior in children (Langone 50). Also, when television was introduced into a community of children for the first time, researchers observed a rise in the level of physical and verbal aggression among these children (Langone 51). The more television violence viewed by a child, the more aggressive the child is (“Children” 1).