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After picking ONE of the EIGHT disciplines/broad disciplinary groups from Table A below, ideally the group for the discipline

After picking ONE of the EIGHT disciplines/broad disciplinary groups from Table A below, ideally the group for the discipline that you are currently majoring in or would like to major in, choose ONE key genre for that group from Table A, and choose ONE model text from Table A that is written in this genre. All model texts listed in Table A are available as PDF documents in the OWL “Resources” tool (see the folder titled “Writing in the Disciplines Models”).

This assignment asks you to fill out Table B below. This will be your point-form rhetorical analysis of the model text. Please copy and paste the table into a document that you will submit on OWL “Assignments.”

Abstract Today’s children are immersed in a media-saturated environment from an early

Abstract

Today’s children are immersed in a media-saturated environment from an early age. Education, sports, arts and culture have all benefited from the usage of media. Television, movies, video games, and the internet are all popular pastimes for young people. As much as media violence contributes to an increase in violence and hostility in the real world, it is also a hazard to public health. Recently, we have noticed a bad impact on children’s daily behavior due to media violence and violent video games. Media violence and children’s aggressive conduct are the topic of this study, which examines how children’s aggressive behavior is influenced by their exposure to violent material. Other works in the same or related domains have been cited as a basis for this research.

Introduction

Media inundation of culture and daily life is one of the most noteworthy social transformations of the twentieth and twenty-first centuries. Children’s lives have been transformed by the proliferation of media in this new environment, including television, smartphones, social media, video games and movies among others. The mass media, for better or worse, has a significant impact on the values, beliefs, and behaviors of our children. Unfortunately, the negative effects of one prevalent feature of electronic mass media on children’s well-being are particularly harmful. In the last half-century, scientific data has accumulated showing that watching violence on television, in movies, and most recently in video games increases the viewer’s risk of violent conduct, just as growing up in a violent environment does. Youth use of mobile phones, text messaging, e-mail and chat rooms has recently increased, opening new social interaction venues where aggression can occur and youth victimization is possible new venues that break the old boundaries of family, neighborhood and community which may have protected our youth to some extent in the past.

Literature review

Media violence, according to most scholars, involves depictions of physical aggressiveness between humans or characters who seem like humans. This is an attempt to identify the type of violent media presentation most likely to teach the viewer to be more violent, as beliefs on the impacts of media violence have developed.

Aggressive behavior, according to most experts, is defined as an act that is designed to harm or annoy another person.

Theoretical analysis of mass media violence

Activation spreads through the brain’s neural network from a brain node indicating an externally perceived stimulus to another node expressing a cognition, emotion, or behavior. Priming External stimuli can be intrinsically related to a cognition, such as the sight of a pistol, for example.

Mimicry includes the imitation of specific behaviors, as a special case of the longer-term process of observational learning. Human and primate children are born with an intrinsic desire to imitate whomever they see, according to new studies.

Learning through doing a large part, according to commonly accepted social cognitive theories, a person’s social behavior depends on their emotional state, schemas about the world, normative views, and scripts for social behavior they have learned. A child’s social scripts are encoded during early, middle and late childhood by observing their family and peers as well as the community as a whole. People copy what they see long after it has been noticed.

Television, film, video and computer games that feature violent imagery have long-term consequences on arousal, thoughts and emotions that increase the chance of aggressive behavior in younger children, particularly boys, according to consistent data. The public and Congress have been concerned about the negative impact of media violence on children since the 1950s and 1960s. Extensive scientific study conducted over the last 40 years supports the validity of this worry. Indeed, numerous scientific and public health institutions and groups around the world have come to the opinion that children’s exposure to violent pornography is hazardous.

Methodology

This study will focus on evaluating secondary data including published journal on the impact of media violence on children’s aggressive behavior. Research journals used in this study were acquired from online library database and e-books.

Results

Discussion

Given the prevalence of violent material in these media and the prominence of these media in children’s life, it is not surprising that most study on the impact of media violence on aggressive behavior has concentrated on fictional television and cinema and video games. More than 60 percent of television programs in the United States contain some violence, and roughly 40 percent of those involve serious violence. A growing percentage of that time is spent playing video games, the vast majority of which feature graphic violence.

It is not uncommon for children in these tests to become more aggressive after watching a violent video or playing a violent game. Before playing a game of floor hockey in class, 396 7 to 9-year-old boys were randomly allocated to see one of two films, one violent, the other nonviolent. During the game, anonymous observers counted the number of times each player physically attacked a rival. For example, punching, elbowing, or pushing another player to the ground, along with tripping and kneeing are examples of physical attacks. In order to jog the lads’ memories of the violent film they had seen earlier in the day, the referees brought a walkie-talkie with them. The combination of seeing a violent video and seeing the movie-related cue elicited considerably higher assaultive behavior in boys classified as regularly hostile by their teacher.

According to Irwin and Gross [24], in a trial with violent video games, boys who had just finished playing a violent or peaceful game were tested on their level of physical aggression (e.g., striking, pushing, pinching, and kicking). They were more aggressive toward their friends who had played the violent video game. In other randomized studies, students’ propensity to engage in physical violence after playing (or not playing) a violent video game has been assessed. Male and female college students who had previously played a violent video game issued more than two and a half times as many high-intensity punishments to a classmate than those who had previously played a nonviolent video game, according to Bartholow &Anderson.

Conclusion

Exposure to media violence quickly increases the chance of aggressive conduct in children and adults in the short term, according to randomized research. However, priming and heightened arousal are likely to be the most critical processes that underlie this impact. Longitudinal field studies show that children who are exposed to violent electronic media, such as violent video games, are more likely to engage in aggressive and violent behavior in the future. Scientists and psychologists now know that children’s long-term impacts are a direct result of the intense observational learning and desensitization processes that occur routinely in human children. Children automatically absorb scripts, emotional reactions, and social cognitions that reinforce the behaviors they see around them, whether in real life or in the media. As a result of social comparison processes, youngsters seek out individuals who exhibit aggressive conduct in the media or in real life, which can lead to a downward spiral process that raises the likelihood of violent behavior.

2 ACTS THAT ARE ONCE CONSIDERED DEVIANT Student’s name Institutional Affiliation Course

After picking ONE of the EIGHT disciplines/broad disciplinary groups from Table A below, ideally the group for the discipline Writing Assignment Help 2

ACTS THAT ARE ONCE CONSIDERED DEVIANT

Student’s name

Institutional Affiliation

Course name

Instructor’s name

Date

INTRODUCTION

Activities or actions that defy informal social norms or formally-enacted rules are considered to be deviant. Deviance may be classified as either purposeful or unreasonable. When an official law is flouted, a formal deviation is committed. Formal deviance includes assault, rape, murder, and robbery. An alternative term for this kind of behaviour is “informal deviance,” which describes actions that violate social norms but have not yet been formalized into law. An example of informal deviance is belching loudly, picking one’s nose, or standing too close to someone.

Until recently, single parenting was considered a social outcast due to its associations with sinister things like curses, marital infidelity, risky premarital sex, and even being a social misfit (Laosa, 2014). People’s views on single parenthood have shifted as a result of the realization that this isn’t always the case; in the twenty-first century, raising children alone can be due to a variety of factors, including the death of a partner, family disputes that lead to divorce, or even the presence of an irresponsible partner.

Having sex with another person is considered a sinful act that should be condemned in religious teachings. In the eyes of the general population, sex should be restricted to the exclusive purpose of reproducing sexually. Consequently, making money off of it is a bad idea (Clinard & Meier, 2008, p. 69). Medically, prostitution is seen adversely because of the possibility of the spread of sexually transmitted diseases. Mental and physical health care (including STI preventative treatment), better reporting mechanisms for violence and abuse, and better infrastructure and working conditions are all proven advantages of legalizing prostitution.

In ancient times, running and other forms of physical exercise were seen as aberrant. But today, as a weight-bearing exercise, it strengthens bones and muscles while also enhancing cardiovascular health. Maintaining a healthy weight requires a lot of exercise and a lot of calories burned.

Reference

Franzese, R. J. (2015). The sociology of deviance. Charles C Thomas Publisher.

Laosa, L. M. (2014). Ethnicity and single parenting in the United States. Impact of divorce, single parenting, and stepparenting on children: A case study of visual agnosia, 23.

Peer Pressure Negative Outcome Pressuring an individual to use drugs that impact

Peer Pressure

Negative Outcome

Pressuring an individual to use drugs that impact health

Convincing a friend to skip school

Encouraging a friend to fight or bully someone

Positive Outcome

Getting an after-school job and convincing peers to get a job too

Saving money for a good project and encouraging peers to do the same

Disapproving of gossiping and aiming at uplifting each other for a better life

Peer Pressure

Peer pressure is the influence exercised by individuals within the same community group

Negative pressure occurs when peers undesirably encourage each other. Positive pressure aims at improving the failure of an individual to success.

Negative Outcome

Pressuring an individual to use drugs that impact health – Drugs that alter the function of the body impacts negatively to the development of an individual, influence the use of harmful drugs, and lead to poor health status significantly.

Convincing a friend to skip school- School is the fundamental place for achievement purposes. The influence of skipping school by peers leads to poor performance.

Encouraging a friend to fight or bully someone creates an unhealthy environment; thus, influencing other individuals to engage in fights or bullying leads to poor interpersonal collaboration.

Positive Outcome

Getting an after-school job and convincing peers to get a job too- Influence on acquiring a job after completing studies by peers creates a conducive environment for growth purposes.

Saving money for a good project and encouraging peers to do the same- Saving money as an individual leads to achieving desired goals and influencing other individuals creates a sense of development.

Unaccepting gossiping and aiming to uplift each other for a better life- Individuals who work together to uplift others instead of gossiping result in a sense of belonging.