text:
SummaryMurray, John. "The Impact of Televised Violence" Hofstra Law Review v22 (Summer, 1994): 809-825.
Borrowed from Lexis-Nexis Academic Universe, Law Reviews, accessed through UCSD Library. Do not reproduce.
Copyright (c) 1994 Hofstra Law Review
... Questions about the effects of television violence have existed since the earliest days of this medium. ... This review will address the following issues: What do we know about the impact of television violence? What are some of the major research findings that form the basis for concern? Without belaboring prior reviews, the main issues revolve around the extent of exposure to violence and the correlational, experimental and field studies that demonstrate the effects of this viewing on the attitudes and behavior of children and adults. ... The weight of evidence from correlational studies is fairly consistent: viewing and/or preference for violent television is related to aggressive attitudes, values and behaviors. ... The major initial experimental studies of the cause and effect relation between television/film violence and aggressive behavior were conducted by Albert Bandura and his colleagues, working with young children, and by Leonard Berkowitz and his associates, who studied adolescents. ... 13. violence that leaves the viewer in a state of arousal; ... Violence on television does lead to aggressive behavior by children and teenagers who watch the programs. ... In magnitude, television violence is as strongly correlated with aggressive behavior as any other behavioral variable that has been measured. ...
I. Introduction
Questions about the effects of television violence have existed since the earliest days of this medium. Indeed, the first expression of formal concern can be found in congressional hearings in the early 1950s. For example, the United States Senate Committee on the Judiciary Subcommittee to Investigate Juvenile Delinquency held a series of hearings during 1954-55 on the impact of television programs on juvenile crime. (1) These hearings set the stage for continuing congressional investigations by this committee and others in the House and Senate from the 1950s to the present.
These early congressional inquiries were focused on what we did not know about television and violence because social scientists were slow to respond to concerns about this medium of popular entertainment. Although there was a body of research on movies and comic books, these were quite different forms of media and different effects might be expected. Still, prominent social scientists, such as developmental psychologist Eleanor Maccoby and sociologist Paul Lazarsfeld, testified at the 1954-55 hearings that, although more research was needed, there were important reasons for concern about televised violence. (2) [*810]
In addition to the congressional hearings begun in the 1950s (which have continued through December 1992), there are landmark reports confirming the harmful effects of media violence on the behavior of children, youth, and adults who view such programming. These reports include: National Commission on the Causes and Prevention of Violence; (3) Surgeon General's Scientific Advisory Committee on Television and Social Behavior; (4) the report on children and television drama by the Group for the Advancement of Psychiatry; (5) National Institute of Mental Health, Television and Behavior Report; (6) National Research Council violence report; (7) and reports from the American Psychological Association's Task Force on Television and Society (8) and the Commission on Violence and Youth. (9)
Despite decades of research, there is a perception that the research evidence on television violence is unclear or contradictory. This perception is incorrect. This review will address the following issues: What do we know about the impact of television violence? What are some of the major research findings that form the basis for concern? Without belaboring prior reviews, the main issues revolve [*811] around the extent of exposure to violence and the correlational, experimental and field studies that demonstrate the effects of this viewing on the attitudes and behavior of children and adults.
II. Extent of Viewing
Children begin watching television at a very early age, sometimes as early as six months, and they are ardent viewers by the time they are two or three years old. The general pattern of viewing is one of a steady rise in the number of hours viewed from early childhood through pre-adolescence, with a sharp drop in viewing during the adolescent years. According to audience rating surveys, (10) the typical American household has the television set on for more than seven hours each day, and children ages two to eleven spend an average of twenty-eight hours per week viewing. (11) Naturally, the content viewed is more important than the amount of viewing, and televised violence is one of the chief concerns.
The most extensive analyses of the incidence of violence on television are the studies conducted by George Gerbner and his colleagues on the nature of American television programs. (12) The results of these yearly analyses of the level of violence on American television for the twenty-two year period 1967-89 indicate a consistently high level of violence. There were some minor fluctuations in the early 1970s followed by a steady increase to 1976, a sharp decline in 1977, and then a steady climb to an all-time high in 1982-83. According to Gerbner's initial analysis, eight out of every ten plays broadcast during the survey period in 1969 contained some form of violence, and eight episodes of violence occurred during each hour of broadcast time. (13) Furthermore, programs especially designed for children, such as cartoons, are the most violent of all programming. Later [*812] analyses by George Gerbner and Larry Gross indicated that there was some decline in violence levels from 1969 to 1975, at least in terms of the prominence of killing. (14) However, the level of violence dramatically increased in 1976 (14) and was followed by a decline to one of the lowest levels in the 1977 season. (16) This decline was quite dramatic. From the "bumper-crop violence harvest" of 1976 to the relatively placid 1977, the percentage of programs containing violence fell from 90 to 75.5; the rate of violent episodes per hour fell from 9.5 to 6.7; and the rate of violence per program fell from 6.2 to 5.0 episodes. However, this downward trend was reversed in 1978 and through the early 1980s. Violence in weekend children's programs reached 30.3 violence episodes per hour in the 1982-83 season. (17) Overall, the levels of violence in prime-time programming have averaged about five acts per hour, and children's Saturday morning programs have averaged about twenty to twenty-five violent acts per hour.
In addition to broadcast television, cable television adds to the level of violence through new, more violent programs and by recycling older violent broadcasts. A recent survey by the Center for Media and Public Affairs identified 1,846 violent scenes broadcast and cablecast between 6 a.m. and midnight on one day in Washington, D.C. (18) The most violent periods were between 6 a.m. and 9 a.m., with 497 violent scenes (165.7 per hour) and between 2 p.m. and 5 p.m., with 609 violent scenes (203 per hour). Most of this violence is presented without context or judgment as to its acceptability. And, most of this violence in the early morning and afternoon is viewed by children and youth.
What are the effects of this exposure to these levels of televised violence? What do we know about the influence of television vio [*813] lence from the broad range of correlational, experimental and field studies that have been conducted over the past forty years?
III. Correlational Studies
The weight of evidence from correlational studies is fairly consistent: viewing and/or preference for violent television is related to aggressive attitudes, values and behaviors. This result was true for the studies conducted when television was new, and the measures of children's aggression were teachers' ratings. It is still true for more recent studies when the measures of aggressiveness have become more sophisticated.
To choose several studies as examples: Robinson and Bachman found a relationship between the number of hours of television viewed and adolescent self-reports of involvement in aggressive or antisocial behavior. (19) Atkin, Greenberg, Korzenny, and McDermott (20) used a different measure of aggressive behavior. They gave nine to thirteen-year-old boys and girls situations such as the following: Suppose that you are riding your bicycle down the street and some other child comes up and pushes you off your bicycle. What would you do? The response options included physical or verbal aggression, along with options to reduce or avoid conflict. These investigators found that physical or verbal aggressive responses were selected by forty-five percent of heavy-television-violence viewers, compared to only twenty-one percent of the light-violence viewers. In a further study, Peter Sheehan followed two groups of Australian children, first and third-graders, for a three-year period. (21) He found that for the older group, now third through fifth grade, both the overall amount of violence viewing and the intensity of viewing were significantly related to the child's level of aggressive behavior as rated by their classmates. Finally, in a study focused on adults, Phillips investigated the effects of the portrayal of suicides in television soap operas on the suicide rate in the United States, using death records compiled by the National Center for Health Statistics. (22) He found, over a six-year [*814] period, that whenever a major soap opera personality committed suicide on television, within three days there was a significant increase in the number of female suicides across the nation.
IV. Experimental Studies
The major initial experimental studies of the cause and effect relation between television/film violence and aggressive behavior were conducted by Albert Bandura and his colleagues, working with young children, (23) and by Leonard Berkowitz and his associates, who studied adolescents. (24) In a typical early study conducted by Bandura, (25) a young child was presented with a film, back-projected on a television screen, of a model who kicked and punished an inflated plastic doll. The child was then placed in a playroom setting, and the incidence of aggressive behavior was recorded. The results of these early studies indicated that children who had viewed the aggressive film were more aggressive in the playroom than those children who had not observed the aggressive model. These early studies were criticized on the grounds that the aggressive behavior was not meaningful within the social context and that the stimulus materials were not representative of available television programming. Subsequent studies have used more typical television programs and more realistic measures of aggression, but basically Bandura's early findings still stand.
Another early study investigated young children's willingness to hurt another child after viewing videotaped sections of aggressive or neutral television programs. (26) The boys and girls were in two age groups, five to six-years-old and eight to nine-years-old. The aggressive program consisted of segments of The Untouchables while the neutral program featured a track race. Following viewing, the children [*815] were placed in a setting in which they could either facilitate or disrupt the game-playing performance of an ostensible child playing in an adjoining room. The main findings were that the children who viewed the aggressive program demonstrated a greater willingness to hurt another child. One could ask, does the same effect hold for cartoons? The answer seems to be yes. Several studies have demonstrated that one exposure to a violent cartoon leads to increased aggression. (27) Moreover, Hapkiewitz and Roden found that boys who had seen violent cartoons were less likely to share their toys than those who had not seen the aggressive cartoon. (28) It seems clear from experimental studies that one can produce increased aggressive behavior as a result of either extended or brief exposure to televised violence, but questions remain about whether this heightened aggressiveness observed in the experimental setting spills over into daily life.
V. Field Studies
In the typical field experiment, the investigator presents television programs in the normal viewing setting and observes behavior where it naturally occurs. The investigator controls the television diet either by arranging a special series of programs or by choosing towns that, in the natural course of events, receive different television programs.
One early field experiment was a study conducted by Aletha Stein and Lynette Friedrich for the Surgeon General's project. (29) These investigators presented ninety-seven preschool children with a diet of either "antisocial," "prosocial," or "neutral" television programs during a four-week viewing period. The antisocial diet consisted of twelve half-hour episodes of Batman and Superman cartoons. The prosocial diet was composed of twelve episodes of Mister Rogers' Neighborhood (a program that stresses such themes as sharing possessions and cooperative play). The neutral diet consisted of [*816] children's programming which was neither violent nor prosocial. The children were observed through a nine-week period, which consisted of three weeks of pre-viewing baseline, four weeks of television exposure, and two weeks of post-viewing follow-up. All observations were conducted in a naturalistic setting while the children were engaged in daily school activities. The observers recorded various forms of behavior that could be regarded as prosocial (i.e. helping, sharing, cooperative play) or antisocial (i.e. pushing, arguing, breaking toys). The overall results indicated that children who were judged to be initially somewhat aggressive became significantly more so, as a result of viewing the Batman and Superman cartoons. Moreover, the children who had viewed the prosocial diet of Mister Rogers' Neighborhood were less aggressive, more cooperative and more willing to share with other children.
In another field experiment, Ross Parke and his colleagues found similar heightened aggression among both American and Belgian teenage boys following exposure to aggressive films. (30) In the Belgian study--which replicated the findings of two similar studies conducted in the United States--teenage boys residing in a minimum-security institution were presented with a diet of either aggressive or neutral films. This study included a one-week baseline observation period, followed by one week of film viewing, and a one-week post-viewing observation period. There were four cottages involved. Two cottages contained boys with high levels of aggressive behavior; two contained boys with low levels of aggression. One of each pair of cottages was assigned to view the aggressive films, while the other two viewed the neutral films. Only the two initially high-aggressive cottages were affected by the movies. Those boys who saw the aggressive movies increased their level of aggression, while those who were exposed to the neutral films reduced their level of aggression.
Still, one might ask whether such results are found when the variation in television diets occurs naturally rather than by special arrangement. Tannis Williams and her colleagues had the opportunity to evaluate the impact of televised violence on the behavior of children before and after the introduction of television in a Canadian community. (31) They compared children living in the before/after tele [*817] vision town with their peers in two other towns where television was well established. The three towns were called Notel (no television reception), Unitel (receiving only the government-owned commercial channel--CBC), and Multitel (receiving CBC and three American commercial networks--ABC, CBS and NBC). Children in all three towns were evaluated at Time 1, when Notel did not receive a television signal, and again at Time 2, after Notel had television for two years (it had received the government channel-CBC). Results indicated that there were no differences across the three towns at Time 1, but at Time 2 the children from the former Notel town were significantly more aggressive, both physically and verbally, than the children in the Unitel or Multitel towns. Moreover, only children in the Notel town manifested any significant increase in physical and verbal aggression from Time 1 to Time 2.
VI. Extent of Effects
We get a clearer picture about the extent of television violence effects when we know more about the way children watch televised violence. For example, Paul Ekman and his associates found that those children whose facial expressions depicted the positive emotions of happiness, pleasure, interest or involvement while viewing televised violence were more likely to hurt another child than were those children whose facial expressions indicated disinterest or displeasure. (32)
The long-term influence of television has not been extensively investigated, but we do have indications from several major studies. In an initial longitudinal study, Monroe Lefkowitz and his colleagues were able to demonstrate long-term effects in a group of children followed-up over a ten-year period. (33) In this instance, Leonard Eron had previously demonstrated a relationship between preference for violent media and the aggressive behavior of these children at the age of eight. (34) One question now posed was: Would this relationship [*818] hold at later ages? To answer this question, the investigators obtained peer-rated measures of aggressive behavior and preferences for various kinds of television, radio and comic books when the children were eight-years-old. Ten years later, when the members of the group were eighteen-years-old, the investigators again obtained measures of aggressive behavior and television program preferences. The results for boys indicated that preference for television violence at age eight was significantly related to aggression at age eight (r = .21), but that preference for television violence at age eighteen was not related to aggression at that age (r = .05). A second question posed was: Could this adolescent aggressiveness be predicted from our knowledge of their viewing habits in early childhood? The answer seems to be yes. The important finding here is the significant relationship, for boys, between preference for violent media at age eight and aggressive behavior at age eighteen (r = .31). Equally important is the lack of relationship in the reverse direction; that is, preference for violent television programs at age eighteen was not produced by their aggressive behavior in early childhood (r = .01). The most plausible interpretation of this pattern of correlations is that early preference for violent television programming and other media is one factor in the production of aggressive and antisocial behavior when the young boy becomes a young man.
In more recent, short-term, longitudinal studies conducted by Lefkowitz, Eron, and their colleagues, some short-term effects of viewing violence on aggressive behavior of children were found in the United States, Australia and Finland. (35)
Finally, the twenty-two-year longitudinal study (36) --a follow-up to the earlier Lefkowitz et al. study (37) --has found significant causal-correlations (r = .41) between violence viewing at age eight and serious interpersonal criminal behavior at age thirty.
In a different approach, a study by William Belson has substantiated other long-term effects, and has helped pin down which types of [*819] programs have the most influence. (38) Belson interviewed 1,565 youths who were a representative sample of thirteen to seventeen-year-old boys living in London. These boys were interviewed on several occasions concerning the extent of their exposure to a selection of violent television programs broadcast during 1959 through 1971. The level and type of violence in these programs were rated by members of the BBC viewing panel. It was thus possible to obtain, for each boy, a measure of both the magnitude and type of exposure to televised violence (e.g., realistic, fictional, etc.). Furthermore, each boy's level of violent behavior was determined by his own report of how often he had been involved in any of fifty-three categories of violence over the previous six months. The degree of seriousness of the acts reported by the boys ranged from only slightly violent aggravation, such as taunting, to more serious and very violent behavior such as: "I tried to force a girl to have sexual intercourse with me"; "I bashed a boy's head against a wall"; "I threatened to kill my father"; and "I burned a boy on the chest with a cigarette while my mates held him down." Approximately fifty percent of the 1,565 boys were not involved in any violent acts during the six-month period. However, of those who were involved in violence, one hundred eighty-eight (twelve percent) were involved in ten or more acts during the six-month period. When Belson compared the behavior of boys who had higher exposure to televised violence to those who had lower exposure (and had been matched on a wide variety of possible contributing factors), he found that the high-violence viewers were more involved in serious violent behavior. Moreover, he found that serious interpersonal violence is increased by long-term exposure to (in descending order of importance):
1. plays or films in which close personal relationships are a major theme and which feature verbal or physical violence;
2. programs in which violence seems to be thrown in for its own sake or is not necessary to the plot;
3. programs featuring fictional violence of a realistic nature;
4. programs in which the violence is presented as being in a good cause; and
5. violent westerns. (39)
In summarizing the extent of the effects, we agree with Comstock that there are multiple ways in which television and film [*820] violence influence the viewer. (40) Comstock suggests four dimensions: Efficacy relates to whether the violence on the screen is rewarded or punished; Normativeness refers to whether the screen violence is justified or lacks any consequences; Pertinence describes the extent to which the screen violence has some similarity to the viewer's social context; and Suggestibility concerns the predisposing factors of arousal or frustration. (41) Drawing on these four dimensions, Comstock suggests situations for which we have experimental evidence of the effects of violence in film or television:
1. rewarding or failure to punish those who act aggressively; (42)
2. viewing the aggressive behavior as justified; (43)
3. identifying cues in the portrayed violence which have similarity to those in real life; (44)
4. recognizing similarity between the aggressor and the viewer; (45)
5. strongly identifying with the aggressor, such as imagining being in their place; (46)
6. behavior that is motivated to inflict harm or injury; (47)
7. lowering the consequences of violence, such as no pain, sorrow, or remorse; (48)
8. violence that is portrayed more realistically or seen as a real event; (49)
9. violence which is not subjected to critical commentary; (50) [*821]
10. portrayals which seem to please the viewer; (51)
11. portrayals of violence that are unrelieved by other events; (52)
12. violence that includes physical abuse in addition to or in comparison with verbal aggression; (53)
13. violence that leaves the viewer in a state of arousal; (54)
14. when viewers are predisposed to act aggressively; (55) and
15. individuals who are in a state of frustration after they view violence, either from an external source or from the viewing itself. (56)
VII. Conclusion
Let me end by saying that the impact of television violence on children, and adults for that matter, turns on the four basic principles enunciated by George Comstock: "efficacy," "pertinence," "normativeness," and "suggestibility." (57) These principles will determine whether you as an individual are going to be influenced, and the extent to which you are going to be influenced by violence on television. These, of course, are discussions of the rather unusual cases which have been acted out and have some direct link in some very dramatic programs such as The Deer Hunter, as we discussed earlier, or The Doomsday Flight.
Thus, although there is continuing discussion about the interpretation of research evidence concerning the impact of television violence, most researchers would agree with the conclusion contained in the report by the National Institute of Mental Health (58) which suggests a developing consensus among members of the research community that:
Violence on television does lead to aggressive behavior by children and teenagers who watch the programs. This conclusion is based on laboratory experiments and on field studies. Not all chil [*822] dren become aggressive, of course, but the correlations between violence and aggression are positive. In magnitude, television violence is as strongly correlated with aggressive behavior as any other behavioral variable that has been measured. The research question has moved from asking whether or not there is an effect, to seeking explanations for the effect. (59)
While the effects of television violence are not simple and straightforward, meta-analyses and reviews of a large body of research (60) suggest that there are clear reasons for concern and caution with regard to the impact of televised violence. To be sure, there are many factors that influence the relationship between viewing violence and aggressive behavior, and there has been considerable debate about the nature of these influences and the extent of concern about televised violence. (61) Nevertheless, it is clear that there is a considerable [*823] amount of violence on television, and that this violence on the small screen may translate into changes in attitudes, values, or behavior on the part of both younger and older viewers.
Although there are differing views on the impact of television violence, one very strong summary is provided by Eron (62) in his recent Congressional testimony:
There can no longer be any doubt that heavy exposure to televised violence is one of the causes of aggressive behavior, crime and violence in society. The evidence comes from both the laboratory and real-life studies. Television violence affects youngsters of all ages, of both genders, at all socio-economic levels and all levels of intelligence. The effect is not limited to children who are already disposed to being aggressive and is not restricted to this country. The fact that we get this same finding of a relationship between television violence and aggression in children in study after study, in one country after another, cannot be ignored. The causal effect of television violence on aggression, even though it is not very large, exists. It cannot be denied or explained away. We have demonstrated this causal effect outside the laboratory, in real-life, among many different children. We have come to believe that a vicious cycle exists in which television violence makes children more aggressive and these aggressive children turn to watching more violence to justify their own behavior. (63)
Additionally, the recent report by the American Psychological Association Task Force on Television and Society (64) notes that: "the behavior patterns established in childhood and adolescence are the foundation for lifelong patterns manifested in adulthood." (65)
Furthermore, the recent summary released in August 1993, of the American Psychological Association ("APA") Commission on Violence and Youth (66) confirms the findings noted above and reaffirms the need to consider ways to reduce the level of violence in all media. In particular, the APA Commission suggests the development of rating systems for television programs and videotapes that would move beyond the existing rating system used by the Motion Picture [*824] Association of America ("MPAA") by focusing on more relevant behavioral descriptors and indicators of potential harm to children and youth. Other organizations, such as Media Scope, have also suggested reviews of the rating system in the context of experiences in other countries where ratings are more attuned to the special needs of children. (67) In addition to ratings issues, the APA Commission directed two strong recommendations for policy change to the Federal Communications Commission:
We call upon the Federal Communications Commission (FCC) to review, as a condition for license renewal, the programming and outreach efforts and accomplishments of television stations in helping to solve the problem of youth violence. This recommendation is consistent with the research evidence indicating television's potential to broadcast stations to "serve the educational and informational needs of children," both in programming and in outreach activities designed to enhance the educational value of programming. We also call on the FCC to institute rules that would require broadcasters, cable operators and other telecasters to avoid programs containing an excessive amount of dramatized violence during "child viewing hours" between 6 a.m. and 10 p.m. (68)
To be sure, most of the research reviewed above is based upon a broad conception of media influence rooted in social learning theory. There are also alternative conceptions of media influence and viewer response, such as uses and gratifications theory, (69) which place greater emphasis on the active role of the viewer in determining the effects of media through selective use. Additionally, there are a number of scholars who have offered alternative interpretations of some of the research on television violence. For example, Thomas Cook and his colleagues (70) point out some cautionary notes in interpreting the range of studies reviewed by the National Institute of Mental Health in its 1982 report, entitled Television and Behavior. (71) William McGuire expressed strong concern about the overemphasis placed upon the [*825] powerful effects of television. (72) These are important tempering views which need to be understood in the context of the large body of research findings noted above. However, one must not dismiss the extensive, cumulative evidence of potential harmful effect associated with viewing violence in film, video, and television.
* Professor and Director, School of Family Studies and Human Services, Kansas State University. B.A. 1965, John Carroll University; M.A. 1968, Ph.D. 1970, The Catholic University of America. Editor's note: This article was originally presented at a live Symposium on Television and Violence held at Hofstra University School of Law on April 8, 1994. back
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(2.) Juvenile Delinquency (Television Programs): Hearings Before the Subcomm. to Investigate Juvenile Delinquency of the Senate Comm. of the Judiciary, 83d Cong., 2d Sess. (1954); Juvenile Delinquency (Television Programs): Hearings Before the Subcomm. to Investigate Juvenile Delinquency of the Senate Comm. of the Judiciary, 84th Cong., 1st Sess. (1955); Effects on Young People of Violence and Crime Portrayed on Television: Hearings Before the Subcomm. to Investigate Juvenile Delinquency of the Senate Comm. of the Judiciary, 87th Cong., 1st Sess. (1961); Effects on Young People of Violence and Crime Portrayed on Television: Hearings Before the Subcomm. to Investigate Juvenile Delinquency of the Senate Comm. of the Judiciary, 87th Cong., 2d Sess. (1962); Effects on Young People of Violence and Crime Portrayed on Television: Hearings Before the Subcomm. to Investigate Juvenile Delinquency of the Senate Comm. of the Judiciary, 88th Cong., 2d Sess. (1964); Effects on Young People of Violence and Crime Portrayed on Television: Hearings Before the Subcomm. to Investigate Juvenile Delinquency of the Senate Comm. of the Judiciary, 89th Cong., 1st Sess. (1965); Paul F. Lazarsfeld, Why is So Little Known About the Effects of Television and What Can Be Done?, 19 Pub. Opinion Q. 243-51 (1955); Eleanor E. Maccoby, Why Do Children Watch Television?, 18 Pub. Opinion Q. 239-44 (1954). back
3.) Robert K. Baker & Sandra J. Ball, Mass Media and Violence: A Staff Report to the National Commission on the Causes and Prevention of Violence (1969). back
(4.) Surgeon General's Scientific Advisory Committee on Television and Social Behavior, Television and Growing Up: The Impact of Televised Violence (1972). back
(5.) Group for the Advancement of Psychiatry, The Child and Television Drama: The Psychosocial Impact of Cumulative Viewing (1982). back
(6.) 1 National Institute of Mental Health, Television and Behavior: Ten Years of Scientific Progress and Implications for the Eighties--Summary Report (David Pearl et al. eds., 1982); 2 National Institute of Mental Health, Television and Behavior: Ten Years of Scientific Progress and Implications for the Eighties--Technical Reviews (David Pearl et al. eds., 1982). back
(7.) National Research Council, Understanding and Preventing Violence (1993). back
(8.) Aletha C. Huston et al., Big World, Small Screen: The Role of Television in American Society (1992). back
(9.) 1 American Psychological Association, Violence and Youth: Psychology's Response--Summary Report of the American Psychological Association Commission on Violence and Youth (1993); Edward Donnerstein et al., Television and Film Violence, in American Psychological Association, Draft Report of the Commission on Violence and Youth (1992). back
(10.) A.C. Nielsen & Company, The 1988 Nielsen Report on Television (1988). back
(11.) John C. Condry, The Psychology of Television (1989); Robert M. Liebert & Joyce Sprafkin, The Early Window: Effects of Television on Children and Youth (3d ed. 1988); Margaret S. Andreasen, Evolution in the Family's Use of Television: Normative Data from Industry and Academe, in Television and the American Family 3-55 (Jennings Bryant ed., 1990). back
(12.) George Gerbner & Nancy Signorielli, Violence Profile, 1967 through 1988-89: Enduring Patterns (1990) (unpublished manuscript, on file at the Annenberg School of Communications of the University of Pennsylvania). back
(13.) George Gerbner, Violence in Television Drama: Trends and Symbolic Functions, in 1 Television and Social Behavior: Media Content and Control (George A. Comstock & Eli A. Rubenstein eds., 1972). back
(14.) George Gerbner & Larry Gross, Violence Profile No. 6: Trends in Network Television Drama and Viewer Conceptions of Social Reality 1967-1973 (1974) (unpublished manuscript, on file at the Annenberg School of Communications of the University of Pennsylvania); George Gerbner & Larry Gross, Living with Television: The Violence Profile, 26 J. Comm. 173-99 (1976); George Gerbner & Larry Gross, The Scary World of TV's Heavy Viewer, Psychol. Today, Apr. 1976, at 41-45, 89. back
(15.) George Gerbner et al., TV Violence Profile No. 8: The Highlights, 27 J. Comm. 171-80 (1977). back
(16.) George Gerbner et al., Cultural Indicators: Violence Profile No. 9., 28 J. Comm. 176-207 (1978). back
(17.) Gerbner & Signorielli, supra note 12. back
(18.) Robert S. Lichter & Daniel Amundson, A Day of Television Violence (1992). back
(19.) John P. Robinson & Jerald G. Bachman, Television Viewing Habits and Aggression, in 3 Television and Social Behavior: Television and Adolescent Aggressiveness (George A. Comstock & Eli A. Rubinstein eds., 1972). back
(20.) Charles K. Atkin et al., Selective Exposure to Televised Violence, 23 J. Broadcasting 5-13 (1979). back
(21.) Peter W. Sheehan, Age Trends and the Correlates of Children's Television Viewing, 35 Australian J. Psychol. 417-31 (1983). back
(22.) David P. Phillips, The Impact of Mass Media Violence on U.S. Homicides, 48 Am. Soc. Rev. 560-68 (1983).back
(23.) Albert Bandura et al., Imitation of Film-Mediated Aggressive Models, 66 J. Abnormal & Soc. Psychol. 3-11 (1963) $ (hereinafter Bandura et al., Imitation$ ); Albert Bandura et al., Transmission of Aggression Through Imitation of Aggressive Models, 63 J. Abnormal & Soc. Psychol. 575-82 (1961) $ (hereinafter Bandura et al., Transmission$ ). back
(24.) Leonard Berkowitz, Aggression: A Social Psychological Analysis (1962); Leonard Berkowitz et al., Film Violence and Subsequent Aggressive Tendencies, 27 Pub. Opinion Q. 217-29 (1963); Leonard Berkowitz & Edna Rawlings, Effects of Film Violence on Inhibitions Against Subsequent Aggression, 66 J. Abnormal & Soc. Psychol. 405-12 (1963). back
(25.) Bandura et al., Imitation, supra note 23. back
(26.) Robert M. Liebert & Robert A. Baron, Short Term Effects of Television Aggression on Children's Aggressive Behavior, in 2 Television and Social Behavior, Television and Social Learning (John P. Murray et al. eds., 1972). back
(27.) Glenn T. Ellis & Francis Sekyra III, The Effect of Aggressive Cartoons on Behavior of First Grade Children, 81 J. Psychol. 37-43 (1972); O. Ivar Lovaas, Effect of Exposure to Symbolic Aggression on Aggressive Behavior, 32 Child Dev. 37-44 (1961); Paul Mussen & Eldred Rutherford, Effects of Aggressive Cartoons on Children's Aggressive Play, 62 J. Abnormal Soc. Psychol. 461-64. (1961); Laura B. Ross, The Effect of Aggressive Cartoons on the Group Play of Children (1982) (unpublished doctoral dissertation, Miami University). back
(28.) Walter G. Hapkiewitz & Aubrey H. Roden, The Effect of Aggressive Cartoons on Children's Interpersonal Play, 42 Child Dev. 1583-85 (1971). back
(29.) Lynette K. Friedrich & Aletha H. Stein, Television Content and Young Children's Behavior, in 2 Television and Social Behavior, Television and Social Learning 202317 (John P. Murray et al. eds., 1992). back
(30.) Ross D. Parke et al., Some Effects of Violent and Nonviolent Movies on the Behavior of Juvenile Delinquents, in 10 Advances in Experimental Psychology (Leonard Berkowitz ed., 1977). back
(31.) Lesley A. Joy et al., Television Exposure and Children's Aggressive Behavior, in The Impact of Television: A Natural Experiment Involving Three Towns (Tannis MacBeth Williams ed., 1986); see generally The Impact of Television: A Natural Experiment Involving Three Towns (Tannis MacBeth Williams ed., 1986). back
(32.) Paul Ekman et al., Facial Expressions of Emotion as Predictors of Subsequent Aggression, in 5 Television and Social Behavior, Television's Effects: Further Explorations (George A. Comstock et al. eds., 1972). back
(33.) Monroe Lefkowitz et al., Television Violence and Child Aggression: A Follow-Up Study, in 3 Television and Social Behavior, Television and Adolescent Aggressiveness (George A. Comstock & Eli A. Rubinstein eds., 1972). back
(34.) Leonard Eron, Relationship of TV Viewing Habits and Aggressive Behavior in Children, 67 J. Abnormal & Soc. Psychol. 193-96 (1963). back
(35.) Leonard Eron, Parent-Child Interaction, Television Violence and Aggression of Children, 27 Am. Psychologist 197-211 (1982); L. Rowell Huesmann et al., Intervening Variables in the Television Violence-Viewing-Aggression Relation: Evidence from Two Countries, 20 Developmental Psychol. 746-75 (1984); Sheehan, supra note 21. back
(36.) L. Rowell Huesmann et al., Stability of Aggression over Time and Generations, 20 Developmental Psychol. 1120-34 (1984). back
(37.) Lefkowitz et al., supra note 33. back
(38.) William Belson, Television Violence and the Adolescent Boy (1978). back
(39.) Id. back
(40.) George Comstock & Haejung Paik, Television and the American Child (1991). back
(41.) Id. at 254-55. back
(42.) E.g., Bandura et al., Imitation, supra note 23. back
(43.) E.g., Berkowitz & Rawlings, supra note 24. back
(44.) E.g., Edward Donnerstein & Leonard Berkowitz, Victim Reactions in Aggressive Erotic Films as a Factor in Violence Against Women, 41 J. Personality & Soc. Psychol. 710-24 (1981). back
(45.) E.g., Mary A. Rosekrans, Imitation in Children as a Function of Perceived Similarities to a Social Model of Vicarious Reinforcement, 7 J. Personality & Soc. Psychol. 30517 (1967). back
(46.) E.g., Charles W. Turner & Leonard Berkowitz, Identification with Film Aggressor $ (Covert Role Taking$ ) and Reactions to Film Violence, 21 J. Personality & Soc. Psychol. 256-64 (1972). back
(47.) E.g., Russell G. Geen & David Stonner, Context Effects in Observed Violence, 25 J. Personality & Soc. Psychol. 145-50 (1973). back
(48.) E.g., Berkowitz & Rawlings, supra note 24. back
(49.) E.g., Charles K. Atkin, Effects of Realistic TV Violence vs. Fictional Violence on Aggression, 60 Journalism Q. 615-21 (1983). back
(50.) E.g., Herbert M. Lefcourt et al., Anticipated Social Censure and Aggression-Conflict as Mediators of Response to Aggression Induction, 70 J. Soc. Psychol. 251-63 (1966). back
(51.) E.g., Ekman et al., supra note 32. back
(52.) Lieberman Research, Children's Reactions to Violent Material on Television--Report to the American Broadcasting Company (1975). back
(53.) E.g., id. back
(54.) E.g., Dolf Zillman, Excitation Transfer in Communication-Mediated Aggressive Behavior, 7 J. Experimental Soc. Psychol. 419-34 (1971). back
(55.) E.g., Donnerstein & Berkowitz, supra note 44. back
(56.) E.g., Stephen Worchel et al., The Effects of Commercial Interruption of Violent and Nonviolent Films on Viewer's Subsequent Aggressiveness, 12 J. Experimental Psychol. 22032 (1976). back
(57.) Comstock & Paik, supra note 40. back
(58.) 1 National Institute of Mental Health, supra note 6. back
(59.) Id. at 6. back
(60.) Huston et al., supra note 6; Susan Hearold, A Synthesis of 1043 Effects of Television on Social Behavior, in 1 Public Communication and Behavior 65-133 (George Comstock ed., 1986); Wendy Wood et al., Effects of Media Violence on Viewers' Aggression in Unconstrained Social Interaction, 109 Psychol. Bull. 371-83 (1991). back
(61.) 1 American Psychological Association, supra note 9; American Psychological Association, Violence on Television (1985); Comstock & Paik, supra note 38; John C. Condry, The Psychology of Television (1989); Edward Donnerstein et al., The Question of Pornography: Research Findings and Policy Implications (1987); Group for the Advancement of Psychiatry, The Child and Television Drama: The Psychosocial Impact of Cumulative Viewing (1982); Huston et al., supra note 8; J. Ronald Milavsky et al., Television and Aggression: A Panel Study (1992); John P. Murray, Television and Youth: 25 Years of Research and Controversy (1980); 1 National Institute of Mental Health, supra note 6; 2 National Institute of Mental Health, supra note 6; National Research Council, supra note 6; Surgeon General's Scientific Advisory Committee on Television and Social Behavior, supra note 4; Television and the Aggressive Child: A Cross-National Comparison (L. Rowell Huesmann & Leonard D. Eron eds., 1986); Brandon S. Centerwall, Television and Violence: The Scale of the Problem and Where to Go from Here, 267 JAMA 3059-63 (1992); Thomas D. Cook et al., The Implicit Assumptions of Television Research: An Analysis of the 1982 NIMH Report on Television and Behavior, 47 Pub. Opinion Q. 161-201 (1983); Jonathan L. Freedman, Effect of Television Violence on Aggressiveness, 96 Psychol. Bull. 227-46 (1984); Jonathan L. Freedman, Television Violence and Aggression: A Rejoinder, 100 Psychol. Bull. 372-78 (1986); Lynette Friedrich-Cofer & Aletha C. Huston, Television Violence and Aggression: The Debate Continues, 100 Psychol. Bull. 364-71 (1986); William J. McGuire, The Myth of Massive Media Impact: Savagings and Salvagings, in 1 Public Communication and Behavior 173-257 (George Comstock ed., 1986); John P. Murray, Television and Violence: Implications of the Surgeon General's Research Program, 28 Am. Psychologist 472-78 (1973); John P. Murray & Susan Kippax, From the Early Window to the Late Night Show: International Trends in the Study of Television's Impact on Children and Adults, in 12 Advances in Experimental Social Psychology 253-320 (Leonard Berkowitz ed., 1979). back
(62.) Leonard Eron, The Impact of Televised Violence: Testimony on Behalf of the American Psychological Association Before the Senate Committee on Governmental Affairs (June 18, 1992) (on file with the author). back
(63.) Id. at 1. back
(64.) Huston et al., supra note 8. back
(65.) Id. at 57. back
(66.) 1 American Psychological Association, supra note 9. back
(67.) Joel Federman, Film and Television Ratings: An International Assessment (1993). back
(68.) 1 American Psychological Association, supra note 9, at 77-78. back
(69.) Elihu Katz et al., Uses and Gratifications Research, 37 Pub. Opinion Q. 509-23 (1974); Susan Kippax & John P. Murray, Using the Mass Media: Need Gratification and Perceived Utility, 7 Comm. Res. 335-60 (1980). back
(70.) Cook et al., supra note 61. back
(71.) 1 National Institute of Mental Health, supra note 6. back
(72.) McGuire, supra note 61.back


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Mount Sinai Postdoctoral Education and Training
Our goal at Icahn School of Medicine is to provide the most progressive training available for our postdoctoral fellows. Our programs mirror our commitment to excellence in education, research, and patient care, applying a unique blend of scientific training and mentoring in a supportive environment. We are confident that postdocs will regard their Mount Sinai experience as an enriching one — and that it will serve as the foundation for their successful careers as academic leaders.
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Related ResourcesDiversity in Biomedical Research Committee Center for Multicultural and Community Affairs Continuing Medical Education

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Children's Events
- Title:
- Challenge for Children's Big Game
- When:
- Where:
- MN Pro Paintball Park - Lakeville
- Category:
- Sporting Event
MN Pro Paintball hosts the 6th annual Challenge for Children's Big Game on Sunday, June 1, 2014. All proceeds from the paintball event benefit the Control Room to the on-site Simulation (SIM) Center. The SIM Center will use immersive environments to recreate the visual, auditory , and tactile cues found in actual clinical encounters. Since the first Challenge for Children's Big Game, MN Pro Paintball has raised over $270,000!
Join us for the best Minnesota Big Game for charity and help us make the 6th annual Challenge for Children's the greatest on yet!
Challenge for Children's is a scenario-based, big game suitable for all levels of paintball players, from first-timers to experienced veterans. Big games are an ideal way to participate in paintball, especially for newcomers. It's an action packed day of team-focused paintball with 250 – 350 other players.
All players must fill out a safety waiver to participate. Visit www.challengeforchildrens.com for more details, registration and the waiver.
Pre-Registration: $30.00 (by May 14, 2014)
Day-of Registration: $40.00
Where: MN Pro Paintball Park
22554 Texas Ave
Lakeville, MN 55044
- Venue:
- MN Pro Paintball Park
EventList powered by schlu.net


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What he strives to do in his portrayal of Nature, is to bring the onlooker into the subject's world using basic human instincts such as pity and inquisitiveness – without being sentimental – whilst at the same time illustrating a little of the fascinating depth & detail that this sometimes little known world to some, has to offer. Also subtly lurking in the background of his work, is an impending sense of impermanence, which, although the artist is an optimist, reflects what he feels is happening in today's 'global' society.
Avocet preening.
Puffin without Sand Eels
Singing Wren
This painting of a Golden Eagles Eye was bought by Dame Judi Dench at an exhibition at the World Trust Gallery in Halesworth, Surrey.
Small Heath Butterfly on Scentless Mayweed.
A short film about Nick's work, click on the link below if you wish to view it.
http://www.youtube.NICK DAY
Peregrine with Rock Dove
If your interests are wildlife art, birds or animals, with their differing personalities and behaviour, then you have come to the right place. There are Birds of prey including Owls, Kites and Peregrines. Or perhaps the Green Woodpecker with its wonderful colour and personality or even the Puffin with its clown like face.
My favorite bird prints by our featured artist, Nick Day, are the Green Woodpecker and Atlantic Puffin.
Below these are pictures of four of his latest paintings, a Sumatran Tiger, a Labrador bitch & puppy and an Alsation dog, aswell as a Yorkshire Terrier.
His method of painting is unusual and rare and totally original to him. He uses the unique medium of water and oil-based crayon over a detailed engraving on a hardened linen board.
His inspiration to paint with this medium came from his childhood, where he was influenced by the Victorian method of very detailed hand-tinted copper plates of birds.
Look at the detail in our featured artist's wildlife art work.
See his birds of prey, the Kestrel, the Red Kite or even the Snowy Owl.
Now you can discover the remarkable limited edition fine art prints by successful wildlife artist Nicholas Day
Just have a look at some of his excellent fine art prints in our bird section. All Nicholas Day prints are signed and numbered limited editions, some of the single editions are no higher than 50.
All our Wildlife Art Prints and art Posters are good value for money, All Nicholas Day art prints are signed and numbered limited editions, adding extra long term value.
Welcome to Wildlife Art Prints and Posters
Click on the buttons on the left to view the wonderful detail of Nicholas Days work. Or click on the page links below
* Each Limited Edition fine art print is signed and numbered by the artist, some no more than 50 of each print.
Reserve Your fine art Now As most of the prints are Limited to only 50 of each Print. You Won't be disappointed. Click Here To Reserve Your Print


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Happy New Year 2014!
A long tradition in the Crawford family has been to hit the beach on New Year's Day, be it the Pacific or the Atlantic. We've never spent New Year's Day near any other ocean, though our boys certainly have. They are the adventurers of this family.
Ocean contemplations, forest dreams
Being near the source of the beginning of life on earth seems a proper place to spend the beginning of a new year. The steady, melodic slap and roar of the waves provides a good background to mindful meditation and contemplation of how the past year has blessed us and what the new year offers. As for New Year's resolutions, neither sweetie nor I have ever indulged in such fanciful notions. But apparently plenty of folks do, evidenced by the increased crowds at the gym.
If the ocean, admittedly often cold and blustery this time of year, doesn't beckon, we might be tempted toward Jack London State Historic Park. They now offer guided New Year hikes, and with John Lynch or Jeff Falconer at the helm, we'd be treated to a delightful outing. Or there's always the Regional Park in Glen Ellen.
In any case, we plan to be out in nature to start anew.
If you are reading this on New Year's Eve, your plans for today and tomorrow may still be unfolding. Whatever you do, I sincerely hope that you include a designated driver if spirited imbibing is part of your celebrations.
Midwinter gatherings
As for celebrating, our days from Thanksgiving to New Year's Day are often filled with various festivities including family and friends. Besides the raucous Ayers/Crawford/Goldhammer/Holbrow/Wilson/Stein family gatherings of this season, I attended two quite notable neighborhood parties this year. (I also missed a few by being out of town.)
Our neighbors Mark and Mary Lavin have been hosting a seasonal celebration for decades. We've attended most of them. The routine rarely varies and yet it always seems newly perfect, early enough in December to launch the holiday season.
Mary is the quintessential party planner, full of energy and enthusiasm. Even as you walk into their cozy home, past the amazing tree always decked out with a bounty of ornaments, you can hear Mary's laughter from the kitchen. She's happily pulling dish after dish of sizzling, savory appetizers from the oven, while an entire buffet dinner awaits on a huge table dominating a corner of the room. A tray of desserts beckons nearby.
Mark, for his part, mans the wine, keeping glasses filled and spirits bright. He easily gets folks mixing by introducing newcomers to seasoned folks, somehow making it all seem easy, while upwards of 40 friends gather around.
White elephants abounding
Mary and Mark are pros at making guests feel comfortable. In fact, their neighborhood celebration is merely a warm-up for their month of celebrations that culminate in a family dinner party including 50 folks. This year, that meant "only" 14 kids under 18, all of whom receive carefully chosen, beautifully wrapped gifts. In past years, those numbers of children under 18 have been much higher, with always the same attention to pleasing gifts.
The Lavin family adults participate in a rousing white elephant gift exchange with one person always receiving the top prize, not a white elephant at all. The coveted gift is a painting by Mary's talented sister Linda Martin … or is it Kerry Rhoten who is the painter? I'm not actually sure, but the painter gifting her art each year is the high point of their family celebration.
I learned about Mark and Mary's family celebration because I marveled at the ease with which she approaches the neighborhood celebration. "How do you do this every year, Mary?" I ask. "Our neighborhood party's so easy," she laughs, "The really big deal is our party with the family. It's not just big, it's huge."
Friends old and new
The two Lavins obviously love giving parties, creating such a pleasant environment that folks actually have time to sit and visit, talk and share. It's not just simply small talk that dominates the room at a Lavin party, but the opportunity to be re-acquainted with old friends and introduced to new friends, a chance to talk about more than trivia.
I've had many meaningful conversations at the Lavins' parties. This year I gave most of my early attention to one new guest, Bob Koenig. I'd never met Bob, but we quickly found common ground reminiscing about San Francisco in the late '60s, what that meant then and what it means now in our lives. Talking with Bob led me to some new perspectives about things I'd been ruminating over for years, mulling the ups and downs. I can't say yet that all of that era is entirely settled in my mind, but talking with Bob enlightened me about some aspects of a tumultuous time, both thrilling and distressing. I truly appreciated the opportunity to spend an hour of thought with another guest, courtesy of Mark and Mary.
Spiritual connections
That also left me time to catch up with dear, long-time friends Joan and Gary Graham. Later Tasha Jacobsen and I contemplated the spiritual connections that we've both experienced with various folks we've met along the path of life. I spoke with many others besides, but by no means did I get to greet everyone at Mark and Mary's party.
Many years ago, I believed that small talk was the best that one could hope for at big parties, flitting from guest to guest with barely time for a brief hello. In the past few years, I've learned that's not necessary. With great hosts who set the scene for thoughtful interactions, depth of thought and feeling is easily achieved, especially if one simply sits in one place. A slower attitude has led me to a deeper appreciation of neighborhood parties.
New traditions
BJ and Malcolm Blanchard's Christmas Eve party was another delightful event. They announced their party with the invitation, "We are starting a new tradition" and so it will become.
That evening their warm and elegant home was filled with a few neighbors, lots of family, along with a sprinkling of their daughter Syndney's friends, a mixed and delightful crowd. Like the Lavins, the Blanchards' table overflowed with an elegant repast, replete with salmon, prime rib, ham and all kinds of accompaniments including the most delicious cauliflower and green beans I've ever eaten. Totally true, not even counting the influence of Malcolm's open bar.
But it wasn't only the food that made this evening memorable. I sought out meaningful conversations like I'd experienced at the Lavins' home, and easily discovered them at the Blanchards' party.
Sharing missteps and blessings
For a full hour, I sat with dear old friends Sherry and Eran Glago and their daughter Rachel whom we hadn't seen in years. We discussed the twists and turns our lives had taken since last we'd met. Their take on life's vicissitudes and joys helped me consider my own missteps and blessings in a new light. I left with much to think about.
Friend found under hat
I also had a chance at the Blanchards to meet a new friend. I approached Betsy Moses because I loved the hat she was wearing, a beautiful soft wool hat embroidered with a stunning array of beads and pearls. It had a feeling of the '60s when Jacqueline Kennedy popularized the pillbox style, yet it felt more timeless, a sort of bejeweled thinking cap. While I admired Betsy's hat, our conversation quickly moved beyond idle talk of fashion and onto the relevance of honored clothing, handed down through generations.
New life in old dresses
Both Betsy's mom and daughter were at the party. Helen Happ Moses, Betsy's beautiful, young 20-something daughter wore a black velvet sheath that Betsy had worn in her 20s and Betsy's mother had worn in her 30s. The dress had partied through three generations, from the '60s to the present, from Kentucky to California, linking these three lovely women in celebration. Far more than merely a cute dress, it was a symbolic bond of love that wove the three generations of women together.
Years ago, my dear friend Evie Berger showed me a photo of her beloved granddaughter Camile in a fancy, peach-colored prom dress, "I wore that when John and I attended a dinner party in the city," I recall Evie said. Evelyn's reverence imbued the dress with a sort of mystical quality. That same significance seemed apparent with the dress that Betsy, her mother, and her daughter had each donned in their time. That led me to personal reveries of my mother's green wool gabardine coat which I still own.
Influence of generations
From there, Betsy and I discussed the daily influence of generations of relatives and how even the ones long-departed can be an inspiration. From there, our conversation wove around to our mutual love of teaching. Betsy's respect and attention to her students empowers the next generation, creating a bond even with kids who aren't family members. I was moved and enlightened by Betsy's stories and left feeling a renewed grace arising from the years I taught school.
I treasure such parties as venues for true conversation that gives meaning to life and adds depth to friendships, old and new. I'm happy to have moved beyond trivial chatter. Guess I've finally reached the maturity to venture beyond the "how do you do and what do you do" snippets of talk.
Flaming pudding and a starry, starry night
The Blanchards' party continued well into the evening with the assembled guests singing a variety of Christmas carols while Malcolm lit his prized persimmon pudding to the delight of all. One young guest tried to blow out the flames, birthday cake style.
Sydney Blanchard (recently home from college in snowy Ithaca, N.Y.) formed a trio with her friends Heather Villasenor (home from Chapman College in sunny Southern Cal) and Avalon Rivers (home from Arizona State University). These young women had voices like angels and it was easy to carry their lovely melodies home as we departed the Blanchards' house to walk through the star-lit streets of Glen Ellen. Down the hill and home to Creekbottom watching our breath condense in the cold night air. A perfect Christmas Eve celebration, filled with the love and friendship of our little village.
Connections and meaning abound
And so, on this New Year's Eve I wish you the courage to take a simple conversation beyond its trivial beginning. Take the time to truly get to know someone, to truly know yourself and to revel in the wonder of this most wonderful of villages, where connections and meaning abound.
Tonight, stay sober, be safe, and we'll meet again in the New Year with happy news of friends and neighbors, the good folks of the village of Glen Ellen. New Year's blessings to you and all those you love.
• • •
Want to see your own name in the news? Share your stories with friends and neighbors in Glen Ellen. Call or write me at 996-5995 or P.O. Box 518, GE 95442. Or email me @ firstname.lastname@example.com. Glen Ellen chatter rarely requires timeliness; however, if your news does, please be sure to contact me at least two weeks before your desired publication date.


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Boo at the Zoo
Event Details
Date(s) & Time(s)::
Daily at 10:00 AM until 4:00 PM from October 26, 2013 until October 27, 2013
Location: New York State Zoo at Thompson Park
Link: http://www.nyszoo.org
Event Description
Head to the New York State Zoo October 26 and 27 from 10AM - 4PM for Boo at the Zoo. Boo at the Zoo is an exciting family friendly Halloween event for children 12 years old or younger. Put on your costume and explore Halloween themed areas in the Zoo and collect candy and goodies on our trick-or-treating trail! Crafts, games, music, treats, animal encounters, and more! Boo at the Zoo is the North Country's number one Halloween event!Return to event list.
Presale tickets are available for purchase at the Zoo. Prices vary depending on whether you are a Zoo member, non-member, or military.
For more information visit nyszoo.org or find us on Facebook.
Saturday, December 20, 2014, Watertown, NY


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Obama calls for nation to reflect on gun violence
|Chad Collins, 5, holds his mother's hand during a prayer service at Antioch Missionary Baptist Church in Miami Gardens, Florida, Sunday, July 14, 2013. George Zimmerman was found not guilty in the shooting death of Trayvon Martin. (Angel Valentin/Miami Herald/MCT)
Los Angeles Times
President Obama said Sunday that he respected a Florida jury's decision to acquit George Zimmerman in the shooting death of Trayvon Martin, but called on the nation to reflect on gun violence.
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There are many types of milk depending on the pasteurization methods or the fat content. There is also processed milk. Try to use different kinds of milk according to the types of tea. Basically clean tasting milk is best for Thé au Lait using delicate green tea. For green tea, oolong tea orjasmine tea, low-fat milk or vegetal cream is recommended.
As for full-bodied black tea, rich tasting milk is suitable. When making Chai style tea with houjicha, deeply roasted oolong tea or matcha, add a little evaporated milk to regular milk. With the characteristic matcha aroma the taste will become more profound. In any case, start with a small amount of milk and then add more after tasting.


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WASHINGTON, October 29, 2011—One of the biggest challenges facing the world is often completely overlooked: the Global Water Crisis. Clean water is one of the most basic necessities for life, yet almost 900 million people don't have access to it.
According to the World Health Organization (WHO), one in three people are affected by a lack of water to meet daily needs. What's worse, almost 6,000 people die every day due to a lack of safe drinking water, 2 million people every year. These people suffer simply because they do not have one of the things that the developed world takes completely for granted — clean water.
In the midst of a great humanitarian crisis, people and their families are dying over something radically essential to human life. The effects are devastating. In fact, every four years, more people die from this problem than did in the entire Holocaust. It is imperative that those blessed enough to live in places with safe, clean water, recognize the plight of those in need.
Western culture often focuses on finding cures for cancer and other commonly recognized diseases. However, the number of lives potentially saved simply by improving water quality around the world is much more impressive. According to the UNECE, more than 30 million cases of water-related disease outbreaks could be avoided annually, just by implementing adequate water and sanitation.
This crisis isn't solely a humanitarian problem. It's a large-scale, global economic disaster. For example, UNICEF estimates that in Africa, around 40 billion work hours are lost every year on the time people spend traveling long distances to retrieve filthy, dirty water. This time could be better spent improving economic, health, sanitation, education, and living standards. The wasted economic potential of billions of individuals facing this problem is astounding. WHO estimates that that every dollar invested in clean water programs leads to up to eight dollars in economic benefits.
However, many non-governmental organizations (NGOs) exist which are committed to solving this problem. For example, Water Missions International (WMI) is a local nonprofit that provides clean drinking water to people around the world who lack access to clean water facilities. WMI produces and donates large sustainable solar-powered water filters, which are capable of providing enough water for villages of up to 5,000 people.
Another NGO committed to this purpose is Living Water International. While focused on the same problem, their approach is slightly different. Living Water generally installs wells in communities throughout the world, while spreading their faith-based message of the Gospel.
Both of these organizations have recently instituted creative new ways to spread the message about the crisis. One of the ways is by using activism on college campuses by teaming with groups like the Fellowship of Christian Athletes to promote their projects.
Water Missions has come out with a new project called "I Am The Remedy," which is an awareness campaign. It is based on four main steps: realization of the problem, giving a matched donation through financial means, or volunteering, wearing a free Water Missions wristband, and ordering wristbands for your friends and family to spread the word.
Living Water recently instituted their remarkably successful project called "10 Days." This project saw thousands of college students wear a "10 Days" bracelet for 10 days in October. Pledging not to drink anything but water for 10 days, these students were able to donate everything that they would have otherwise spent on other drinks to those in need.
There is a great opportunity for the international community to help with this dire need. Raising awareness alone will do nothing. However, raising awareness about how individuals, businesses, organizations, and governments can help is crucial to solving this global crisis.
John Paul Cassil studies Management/Entrepreneurship and Political Science at Clemson University. A former U.S. House of Representatives Page, Cassil has since worked on conservative campaigns and in Congress for Congresswoman Foxx.
Cassil is the Managing Editor of the Tiger Town Observer, Clemson's Conservative Journal of News and Opinion. He regularly speaks about activism at national conservative conferences.
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Summerspun is a beautiful yarn in a 50% Merino Wool and 50% Cotton blend, perfect for knitting or crochet.
The Thick 'n' Thin feature of the yarn gives the knitted fabric a unique textured finish, made from 100% wool this fashion yarn is ideal for winter accessories, but will equally add definition to any knitted sweater.
Truesilk is made with 100% mulberry silk making it light with a natural sheen that is found in silk. The yarn is a chainette type construction which means knitted garments hold their shape and drape gracefully.
Tumble is a glorious lightweight, soft and lofty yarn comprising of 90% Alpaca and 10% Cotton and is the ideal yarn for those snugly soft Autumn Winter garments and accessories.
The popular wool cotton has been in the Rowan range for many years.
A wonderful soft blend of 50% Merino Wool and 50% Cotton, the introduction of Wool Cotton 4 Ply adds to the verstility of one of our most popular yarns.


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- The Greenbacks Gal - http://thegreenbacksgal.com -
FREE eBook: Smart School Time Recipes
Posted By Andrea Green On January 28, 2013 @ 11:39 am In Freebies | No Comments
There is a fun FREE download today: Smart School Time Recipes [1].
What you will find inside:
Within you will discover 125 healthy recipes and over 100 full color photos for quick breakfasts, on-the-go snacks, and portable lunch items. And of course, the recipes are kid-friendly (and adult-friendly!), easy, and delicious.
Lunch is my least favorite meal to make, so I am super excited to see what suggestions they have!
Remember, prices on Amazon are subject to change at any time. Please make sure your total is $0.00 before you checkout. No Kindle? Download the Free Reading App [2] to be able to read on your desktop, tablet or smart phone.
Article printed from The Greenbacks Gal: http://thegreenbacksgal.com
URL to article: http://thegreenbacksgal.com/free-ebook-smart-school-time-recipes/
URLs in this post:
[1] Image: http://bit.ly/YzJRmF
[2] Free Reading App: http://thegreenbacksgal.com http://bit.ly/VvdFK9
Click here to print.
Copyright © 2012 The Greenbacks Gal. All rights reserved.


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Many people may have already noticed that we released BLUE-II about a week ago :)
Since we hadn't finished the introduction video for BLUE2 yet, we delayed the release of a newsletter.
Even so, the word has already spread that this super synth has been released...
BLUE-II represents an amazing journey into "Cross-fusion synthesis" and
quite simply, sounds stunning!
So it's a good idea to check out the introduction video
There is already a review of BLUE-II: check it out
- BLUE-II: Euro 149-- | USD 179
Upgrade from BLUE to BLUE-II: Euro 44-- | USD 49--
For this log-in to robpapen.com and visit 'My Products' to request the coupon code for the upgrade.
PC: 32 & 64 bits VST/AAX for: Vista / Windows 7 / Windows 8
NOTE: BLUE-II should be compatible with Windows XP. However, BLUE-II does use quite a bit of memory so we recommend that you have as much memory on your machine as possible, and it's best if you use the 64 bit version.
Mac: 32 & 64 bits AU and VST and AAX for OSX 10.6 or higher
eXplorer-II owners please read:
BLUE-II will be part of eXplorer-III
eXplorer-III is not out yet, but we can send people who like to upgrade to
eXplorer-III a temporary BLUE-II serial.
Once eXplorer-III has been released you can upgrade for Euro 44-- | USD 49--
to eXplorer-III.
eXplorer-III holds BLUE-II, RP-AMOD but also in a couple of month Punch-BD!
If you are interested in this temporary BLUE-II serial, let us know.
Note that once eXplorer-III has been released, this tempory serial will be
So if you are interested, please contact us.


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Use code HA9MWXdetails >* To Save 10% on orders $249 or more. Use promotion code HA9MWX during checkout. Discount does not apply to shipping charges, delivery surcharges, duties or customs fees and cannot be combined with any other offer. Promotion cannot be used on previous orders. This promotional offer may be modified or terminated at any time. Offer expires 12/27/2014 at 11:59pm ET.
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Cobalt Energy (CIE) Plummets Despite Big Gas Find
NEW YORK ( TheStreet) -- In a seemingly incongruous move, Cobalt International Energy (CIE) shares are plummeting after the company said it had discovered more natural gas than expected at its well off the Angolan coast in Southern Africa. At its Lontra well, the offshore oiler has tapped a flow of 2,500 barrels of gas condensate and 39 million cubic feet of gas per day at a total depth of 13,763 feet.
"Although the field contains more gas than our pre-drill estimates, it is beneficial that Lontra is offshore near Luanda, where we believe there is a potentially large emerging market for gas," said CEO Joseph H. Bryant in a statement. "It is clear that Lontra is a discovery on a global scale."
"This excellent track record gives us increased confidence in the depth of our Angolan portfolio, the size and value of its potential and the likelihood of further large discoveries," added Cobalt Chief Exploration Officer James W. Farnsworth.
However, foreign investors are restricted under the country's production-sharing contracts, thus capping potential profitability. The Houston-based business owns the majority stake in the well, with BP (BP) and Angola-run Sonangol each holding a 30% interest.By early afternoon, shares had shed 16.3% to $18.61 and 13.6 million shares changed hands, more than four times its three-month average daily trading volume. BP was trading 0.53% lower at $46.76. Monday is proving a bad day for oilers as shares of Brazil-based business Petrobras (PBR) also went south. Shares were down 10.8% to $14.22 after the company hiked its diesel prices 8% and gasoline prices 4%. --Written by Keris Alison Lahiff. Also see: The 10 Drunkest States in America... and the 10 most sober.
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Home > Health & Wellness > Health Library > Antianxiety Medicines for Tension Headaches
If your
tension headaches are triggered by
anxiety, you may be treated with an antianxiety
medicine, such as buspirone, to reduce anxiety
and the frequency of tension headaches.
Antianxiety medicines
relieve anxiety and nervousness and have a calming effect. In high doses, they
may cause drowsiness and sleep. Buspirone reduces mild anxiety, irritability,
fatigue, and pain. It is usually taken daily to relieve symptoms and is not
addictive if it is used continuously.
Generally, side effects are
mild and include:
Antianxiety medicines other than buspirone (such as
alprazolam) may be tried, but they can become addictive. Buspirone is not
habit-forming and may be used for longer periods of time.
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Current as of:
May 2, 2014
Healthwise Staff
Medical Review:
Kathleen Romito, MD - Family Medicine & Karin M. Lindholm, DO - Neurology
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Cleveland Cinemas is currently looking to fill the following position(s).
Click here to download a printable application.
Theatre: Cedar Lee Theatre, 2163 Lee Road, Cleveland Heights, OH
Position: Floor Staff
Contact Person: email@example.com (application may be sent to this address)
The Cedar Lee Theatre is now accepting applications for floor staff including ushers, box office, and concession positions.
Theatre: Chagrin Cinemas, 8200 E. Washington St., Chagrin Falls, OH
Position: Assistant Manager
Posting Date: November 25, 2014
Reports to: General Manager
Contact Person: firstname.lastname@example.com (resumes may be shipped to this address)
The Assistant Manager of a Cleveland Cinemas theatre has the responsibility of managing all aspects of the day-to-day operation of the theater.  The Assistant Manager serves as a support manager to the General Manager.
Primary Responsibilities:
- Maintain high standards of customer service in the management of the theater and theatre personnel, including floor staff and supervisors
-The supervision and discipline of all theatre staff including floor staff
- Assist with all human resource policies and procedures
- Assist with all theatre operation policies and procedures, including theatre costs and expenditures
- Assist with all concession operation policies and procedures
- Assist with all facilities and maintenance policies and procedures
- Assist with the implementation of all new policies, procedures, special programs, and marketing directives
- Communicate in a timely manner all problems, questions, and concerns to the General Manager
- Operate projection booth equipment including building up and tearing down prints
- Participate in the effective use of job checklists by all theatre personnel
- Actively participating in the use of a communication log to promote an atmosphere of effective and timely communication of all theatre issues.
Knowledge and Skill Requirements:
- Previous theatre management experience is preferred.
- Problem solving skills.
- Excellent training and follow through skills.
- Personable, professional, and great customer service skills.
- Self motivated and personal discipline.
- Excellent communication skills and sets examples through leadership.
Job Requirements:
Standard management schedule can range from 15 - 39 hours per week, including weekends, evenings, holidays.


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Updated: July 19, 2013 3:26PM
I may have a crush on Channing Tatum or Brad Pitt. You may have a crush on Megan Fox or Jennifer Lopez. Chances are pretty good that those crushes are going to stay in the harmless zone, because we're never going to get a chance to act on them.
But what if you developed a crush on a real person? Would you be able to get it in check?
CASSIDY: My best friend's husband is everything my husband is not. He's tall, funny, smart and hot, hot, hot! My husband is a slug.
I've tried to remind myself of my husband's good points (few) and her husband's faults (even fewer), but it doesn't do any good. I know if he'd make the slightest overture, I'd be gone.
CAL: Jessica was pretty, although not as attractive as the girls I would usually go out with in high school. Still, to me she was irresistible. We got along great.
But I was never sure if I was just in the friend zone, so I never tried anything. Through the years, I would talk to her here and there. Then, one day, after not talking to her for about a year, I figured what the hell and called her. I told her that I had a big crush on her. I thought she'd laugh it off. I didn't expect her to say that she always liked me, too, and to ask me what we were going to do about it.
I became tongue-tied and didn't know what to say. I gave her some lame excuse and hung up. I was so embarrassed I never talked to her again. She would see my brother occasionally and ask about me, but that's where it ended. Last I heard, she's married with a child and so am I.
Yeah, she was freaking awesome, and what gets me is that I have never had a hard time talking to women. Just her.
MEGAN: We met in high school. He was handsome, funny and sweet, and he had a huge crush on me. I knew there was something special about him, but I was so scared of messing up our friendship that I pushed him away every time he was close to asking me out.
We lost touch, but I always thought fondly of him. As time passed, he went from being a good friend to being "the one who got away." After every bad relationship, I'd think about him and kick myself for not taking a chance on him.
A couple of years went by, then one day, out of the blue, I got an email from him. He had run into one of my friends, who gave him my email address. We made plans to catch up.
I tried to keep it casual, telling myself I was just going to catch up with an old friend, but I knew better. The night we met, I arrived at the bar 20 minutes early and just sat there, hands sweating, throat dry. When I spotted him walking toward me, my heart was beating so fast, I thought I was having a heart attack. There he was, a little older and a little pudgier, but I knew I wasn't about to ever let him go again.
We just celebrated our first wedding anniversary.
Have you ever had a serious crush? Did you act on it? Send your tale, along with your questions, problems and rants, to firstname.lastname@example.com.


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We use interviews to assess your suitability for a course, but they are also a great opportunity for you find out if your chosen course is right for you. With some careful preparation all should be fine on the day, and to help, we've created an interview factsheet full of hints and tips!
Interview invites will be sent out by email so please make sure you regularly check the email address provided on your UCAS form. If you have been invited to an interview, we recommend that you read our guide (PDF, 199kB) to booking your interview online.
The following courses always interview applicants before making an offer, as careers in these areas require strong interpersonal skills. Select your subject from the list below to find out what to expect if you are invited to interview:
You may be asked to interview for a course which does not usually interview applicants if:
If you have been invited to an individual interview please choose your subject from the list below: