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Plugged In: Learning from the Past gastritis main symptoms pantoprazole 40mg on line, Looking toward the Future There is no question that we are all plugged in to some extent gastritis diet journal printable buy 40mg pantoprazole mastercard. We have televisions in our homes gastritis definition wikipedia order 20mg pantoprazole fast delivery, laptops on our desks gastritis diet ãóãúë buy cheap pantoprazole 40 mg on line, tablets in our bags, and smartphones in our pockets. The twenty-first century has enabled us to be always connected, always available, always on. And with this alwaysconnected lifestyle come many questions about what it means for our health and happiness. These questions often focus on youth, since they are typically viewed as highly vulnerable to media effects and are, in fact, growing up almost literally plugged in. In this book, our goal was to address these questions by contextualizing them within the larger field of media effects. By highlighting the nuanced nature of the relationship between youth and media, we aimed to quell some concerns associated with media while simultaneously highlighting those areas that should be treated with caution. To do so, we analyzed a number of key questions that regularly call for the attention of academics and the public at large, such as the effects of violence, sex, advertising, educational media, gaming, and social media. Perhaps most clearly, Plugged In demonstrates that, as Dan Anderson and colleagues rightfully noted in 2001, "Marshall McLuhan appears to have been wrong. Content that is violent, horrific, or highly sexualized can lead to increased aggressive behavior, fear, and unhealthy sexual attitudes. But in the same vein, content that features academic or prosocial messages can foster academic and social-emotional learning. Along with issues of content, this book shows that there are other important factors that parents, practitioners, and researchers must pay attention to . And we have seen that social media-when used in a healthy way-can help adolescents build their self-esteem, enhance their peer relationships, and shape their identities. And for some youth, the use of social media can have important downsides, such as cyberbullying, stranger danger, and sexual risk behavior. Indeed, real concerns arise when it comes to excessive media multitasking as well as compulsive gaming or social media use. It is crucial that we bolster the effects of positive media content and mitigate the effects of negative content. We need to help youth learn how to make media a part of their life-but not their entire life. In our always-on, always-plugged-in culture, this will be a key challenge for parents and youth, and for us all. While younger children prefer content that is slow-paced, features fantastical elements, and relies on simple humor, teens prefer fast-paced realistic content that incorporates complex humor and risky elements. Moreover, younger children are more sensitive than older children and adolescents to the effects of media violence, frightening media content, and advertising. Development influences not only the media that children consume, but also how are they are affected by this consumption. It is impossible to understand the true relationship between youth and media without considering development. Effects of media violence show up predominantly among children with an aggressive temperament and an above-normal interest in media violence. In the same vein, sexualized media seem to have negative consequences particularly for teens who become sexually active at a young age and who are particularly interested in sex. Moreover, it is clear that parents play a critical role in enhancing the positive effects of media and combatting the negative ones. Just as it is impossible to understand the relationship between youth and media without considering development, it is similarly impossible to obtain a true understanding of this relationship without considering relevant dispositional and environmental variables. It is clear that the youth and media field will need to tackle many more questions in the years ahead. As media experiences continue to become more realistic and responsive, efforts to understand how interactivity influences the effects of media will certainly receive increased attention. Moreover, as media continue to become more ingrained in the daily lives of children and teens, we will undoubtedly ask more questions about media multitasking and social media addiction. To answer these questions with the empirical vigor they deserve, it will be crucial for youth and media scholars to continue their march toward more complex theoretical models. The trend in communication studies toward taking a greater interest in individual differences in susceptibility to media effects is in line with similar trends in other disciplines.
In general gastritis colitis discount pantoprazole 20 mg with mastercard, games are probably even more effective than television or movies at arousing intense emotions gastritis not eating cheap pantoprazole 20 mg on-line. Games are like movies in that respect gastritis reflux purchase pantoprazole 40 mg otc, but differ in the amount of control that players have over what happens gastritis special diet generic pantoprazole 40 mg with mastercard. Unlike movies, games may suddenly put players in control of threatening situations over which they previously had no power. Gamers are therefore in a constant state of heightened vigilance and engagement, since they might have to respond instantly to a threat at any moment. Other horror games use the third-person perspective, in which the player sees the body of the controlled game character. For example, in so-called over-the-shoulder games, the player is positioned directly behind the character. At a certain point I saw something or someone moving in a mirror off in the distance. That was a big relief, but three seconds later I heard something crash through a door behind me, and there was this grunting, snorting zombie running at me. I almost died of shock on the spot and had to pause the game to give myself a chance to recover. Student, male, 22, reflecting on playing Resident Evil21 When it comes to the types of content that elicit fear, teens continue to fear many of the same things they did during middle childhood. But with their increased ability to think abstractly, they also fear abstract subjects that are neither visible nor tangible, for example, political issues, economic issues, wars, and nuclear weapons (see also chapter 6). The movie dramatized the fallout of a nuclear attack on a small town in the United States. Results indicated that, after viewing, adolescents were significantly more distressed and fearful than their younger peers. Both children and adults find an animal attack frightening because it invokes instinctive human responses to rapid advances, sudden or odd movements, and loud noises. Abstract threats such as a nuclear war, however, require a certain level of abstract thinking, which develops only in adolescence (see also chapter 6). Many of us can similarly recall enjoying tearjerkers such as Titanic and Atonement. We need only recall the popularity of the gladiator spectacles in Roman amphitheaters two thousand years ago. The gladiators-most of them prisoners or slaves-fought battles to the death against one another or wild animals. In many cases, they were ripped apart by lions or crocodiles while tens of thousands of spectators roared with excitement. The Tragedy Paradox Why do we enjoy watching scary or sad events, whether in real life or in the media On the one hand, movies and television programs can scare us badly or make us feel very sad. For example, in one of our studies more than 50 percent of children who reported being scared by media content in the past year simultaneously also reported "kind of liking" scary scenes, and nearly 8 percent said they "really like" quivering in front of the screen. Nearly two millennia later, the social psychologist Leon Festinger called this process downward social comparison, theorizing that people can feel better about themselves or their situations by comparing them to a person or situation that is ostensibly "worse off. Although we first came across this theory in our discussion of media violence effects (chapter 7), excitation transfer theory was developed to explain why people enjoy viewing frightening media content. While that arousal may vary in intensity, its quality is essentially the same for each emotion. The theory further assumes that when two physically arousing events occur in succession, the arousal caused by the first event may intensify the arousal caused by the second. If we view something frightening, for example, a murder scene, then our fear response puts us in a state of physical arousal. Once the frightening scene ends, perhaps because the victim escapes, we feel another emotion, relief. Because we are still in a state of heightened physical arousal when experiencing relief, and because that arousal is transferred to the new emotion, the sense of relief is especially intense. In other words, people who are scared by something in media entertainment will feel an even greater sense of relief and satisfaction when the danger has passed. Excitation transfer theory posits that it is precisely the arousal-intensified sense of relief that makes viewing frightening and violent content strongly appealing. For example, a good deal of research in the 1990s looked at the opportunities offered by media entertainment for escapism and mood management.
This bill also included an interesting provision that allowed the President to raise duties without obtaining congressional approval definition akute gastritis 40mg pantoprazole mastercard, in order to encourage reciprocal tariff agreements with foreign nations gastritis diet öööþíôòâó÷þêã buy pantoprazole 40 mg low price. This was an important surrender by Congress of one of its most jealously guarded prerogatives: the power to levy taxes and control the purse strings gastritis diet çùêòù order pantoprazole 20 mg without a prescription. An even more important piece of legislation was passage of the Sherman Anti-Trust Act gastritis gluten generic pantoprazole 40mg without a prescription. The need to curb and control the proliferation of monopolies in basic industries, such as oil, sugar, and beef, had for many years been demanded by reformers and those who recognized that the elimination of competition hindered the formation of small and middle-size companies. It also meant higher prices for the consumer, and that struck hardest at middle-class people and the poor. Public concern about the growth of monopolies had already prompted twenty states and territories of the United States to pass antitrust legislation. Although the Republican Party generally opposed such legislation, it saw the need to accede to popular demand, and in July 1890, it passed the Sherman Anti-Trust Act, whereby "every contract, combination in the form of trust or otherwise, or conspiracy in restraint of trade. It failed to define the meaning of such words as "trust," "restraint," and "combination. Thus, the act was not vigorously enforced, and monopolies continued to grow under other names. The record of achievement by this Congress in passing 641 bills, many of which were important, came as something of a shock to the American people when it learned that $1 billion had been appropriated. The Democrats now held a majority in the House of Representatives, although the Senate remained under Republican control because of the many holdovers who were not up for reelection. The unpopularity of the McKinley Tariff was especially significant in understanding the size of the Republican defeat. The bi t t e r n e ss m a n y Americans felt about the direction of the country was reflected in a number of violent incidents that occurred within a few years. For example, the Haymarket Massacre in Chicago in May 1886 occurred when agitation over conditions of labor in the city ended in clashes with the police that resulted in the hanging of four anarchist labor leaders. This episode was followed by a violent strike at the Carnegie steel plant in Homestead, Pennsylvania, in July 1892; and by an equally violent strike in Illinois in 1894, called when George Pullman, the inventor of the Pullman railroad car, discharged one-third of his workforce and cut salaries. It took the intervention of federal forces to bring the violence and these strikes to an end. Obviously, the growing economic distress among the laboring poor had increased to the point where they resorted to violence as the only way to make the nation and the government aware of the terrible conditions that existed, especially in the cities. Labor unions such as the American Federation of Labor organized many of these outbursts to publicize the wretched working conditions in industry. Agriculture, too, suffered an economic turndown in the 1890s, and farmers recognized that their concerns mirrored the problems of labor and that they needed to unite to get them resolved. This party held its first national nominating convention in Omaha, Nebraska, in July 1892, with such leaders as Ignatius Donnelly, "Sockless Jerry" Simpson, Mary Elizabeth Lease, and Senator James Kyle of South Dakota in attendance. They nominated James Weaver of Iowa 184 a short history of the united states for President, and James G. Their platform called for the free and unlimited coinage of silver at the ratio of sixteen to one, government ownership of all transportation and communication facilities, a graduated income tax, the direct election of senators, adoption of a secret ballot, a shorter day for industrial workers, and the right to effect legislation through initiative and referendum procedures. A wide spectrum of people in all sections of the country now shouted their demand for better working conditions involving hours and wages, woman and child labor laws, and strict codes to protect the health and safety of workers in factories. These economic demands emphasized the fact that the United States had become a nation divided by class on the basis of wealth. In the presidential election of 1892 the Democrats once more put forward Grover Cleveland for President and Adlai Stevenson of Illinois for Vice President while the Republicans nominated Harrison for a second term, along with Whitelaw Reid of New York. The Populist candidate, Weaver, garnered over a million popular and 22 electoral votes. And for the first time since the Civil War, the Democratic Party controlled both houses of Congress and the presidency. But no sooner had the Democrats taken over the government than a financial panic hit the country, and it hit hard.
Community Outreach and Involvement for School-aged Children: School-aged children have opportunities to participate in community outreach and involvement such as field trips and community improvement activities as approved by their parent/legal guardian and teacher/caregiver gastritis diet óêðàèíñêàÿ trusted pantoprazole 20 mg. Focused Attention and Observation of Children: At all times gastritis diet karbo order pantoprazole 20 mg without prescription, including while interacting with individual children-watching chronic gastritis mucosa order 40 mg pantoprazole overnight delivery, counting gastritis diet journals purchase 40mg pantoprazole with amex, and listening for sounds or the absence of sounds that raise concern. Teachers/caregivers limit adult-adult socializing to break times or when they have made arrangements to delegate supervision of children to another teacher/caregiver. They do not talk on cell phones or use text messages or other forms of social media while supervising children, except to summon help in an emergency. Setting Up the Environment: All areas are easy to view and free of distracting sounds that hinder hearing what children are doing. They are organized for safe storage that allows only appropriate access to materials without risking a fall or having materials fall. Choosing Strategic Positions: Teachers/caregivers position themselves where they can observe all the children and scan play activities in the entire area while remaining directly responsible for close supervision of those specifically/individually assigned to them. Scanning for Hazards: Each teacher/caregiver remains aware of and scans the indoor and outdoor environments and activities for potential safety hazards. Focusing on the Positive: Teachers/caregivers explain and model for children what is safe for the child and other children (eg, teaching children the appropriate and safe use of each piece of equipment such as using a slide correctly-feet first only-and explaining why climbing up a slide can cause injury and that going down the slide headfirst can result in a head injury). This is especially important when a child in the group has a special need, when there are many new children in the group, when there is a substitute teacher/caregiver, or at early and late points in the day when the teacher/caregiver may not know the children as well as those who care for them at other times of the day. Each group has a current photo and name display to positively identify each child in the group. Mixed-Age Groups: When there are mixed-age groups in the same room, the child:staff ratio and group size is consistent with the age of the majority of children unless there are infants or toddlers in the mixed-age group. When infants or toddlers are in the group, the child:staff ratio and group size for infants and toddlers is maintained. When children who have special needs are in the group, the facility determines if additional staff members must be present to provide quality child care for all children in the group. Substitutes and Volunteers: A substitute may be employed or a volunteer assigned so that the required child:staff ratios are maintained at all times. Substitutes and volunteers must be at least 18 years of age and have the same qualifications for their roles, preservice clearances and training, and must review, sign, and date acknowledgment of program policies and procedures as required of the staff members who regularly work in the facility. Any substitute without a teacher/caregiver license, certificate, or education and experience qualifications required of the regular teacher/caregiver works under direct supervision of a person with the recommended credentials and is not left alone with a group of children at any time. A substitute who is regularly employed as a teacher/caregiver by the facility and who is well-known by the children in the group is considered a staff member and may function in the same way as the teacher/caregiver for whom the substitution is being made. High-risk play areas (ie, climbers, slides, swings, and water play) receive the most staff attention. All children using playground or indoor play equipment are directly supervised and monitored closely by teachers/caregivers. Water Activities: When swimming, wading, or other gross motor play activities in water are part of the program, each infant or toddler has 1:1 supervision with a teacher/caregiver having a hand on the infant or toddler at all times during the activity. For preschool-aged children, the required child:staff ratio during water activities for preschoolers is 4:1, and for school-aged children, 6:1. Our health advocate may not do all required tasks but makes sure that all are done. Types of Communication: Staff members promote communication between themselves and the families of children in the facility with short daily verbal communications, supplemented by written notes and planned (and documented) conferences with parents/legal guardians. Staff members do not use e-mail communications to send confidential information related to medical, behavioral, or other personal details that could be intercepted. Active Supervision: A Referenced Fact Sheet From the Head Start National Center on Health. Learning occurs best in situations that accept differences among individuals and reinforces areas of strength while strengthening areas of weakness. Children thrive when their teachers/caregivers have trusting, respectful, consistent, affectionate relationships with them in an environment that provides developmentally appropriate opportunities for learning. These opportunities include exploration, manipulation of objects and ideas, and an abundance of meaningful self-initiated experiences. Cognitive, physical, social-emotional, and communication skills are interdependent.
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