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Development and Persuasion Processing: an Investigation of Children's Advertising Susceptibility and Understanding
University of Pennsylvania ScholarlyCommons Publicly Accessible Penn Dissertations 2013 Development and Persuasion Processing: An Investigation of Children's Advertising Susceptibility and Understanding Matthew Allen Lapierre University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations Part of the Communication Commons Recommended Citation Lapierre, Matthew Allen, "Development and Persuasion Processing: An Investigation of Children's Advertising Susceptibility and Understanding" (2013). Publicly Accessible Penn Dissertations. 770. https://repository.upenn.edu/edissertations/770 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations/770 For more information, please contact [email protected]. Development and Persuasion Processing: An Investigation of Children's Advertising Susceptibility and Understanding Abstract Over the past 40 years, research on children's understanding of commercial messages and how they respond to these messages has tried to explain why younger children are less likely to understand these messages and are more likely to respond favorably to them with varying success (Kunkel et al., 2004; Ward, Wackman, & Wartella, 1977), however this line of research has been criticized for not adequately engaging developmental research or theorizing to explain why/how children responde to persuasive messages (Moses & Baldwin, 2005; Rozendaal, Lapierre, Buijzen, van Reijmersdal, 2011). The current study attempts to change this by empirically testing whether children's developing theory of mind, executive function, and emotion regulation helps to bolster their reaction to advertisements and their understanding of commercial messages. With a sample of 79 children between the ages of 6 to 9 and their parents, this study sought to determine if these developmental mechanisms were linked to processing of advertisements and understanding of commercial intent. -
Read the I Wish I Was a Mountain Book
On the day of the famous annual fair, the town of Faldum receives an unexpected visit. A wanderer offers to grant a wish to anyone who wants one. Before long, the city is transformed. Mansions stand where mud huts once squatted, and beggars ride around in horse drawn carriages. And one man wishes to be turned into a mountain. Written by former Glastonbury Poetry Slam Champion Toby Thompson, I Wish I Was A Mountain uses rhyme, rhythm, and just a smattering of metaphysical philosophy to boldly reimagine Hermann Hesse’s classic fairytale. Do we really need the things that we long for? What do mountains feel? How did time begin? Ideal for reading aloud and sharing with children and family, this soul-enhancing book is the perfect read, whose words will stay with you for a lifetime. Experience a little bit of magic on every page, straight from the stage at the egg Theatre. This is a fairytale that doesn’t so much end happily ever after as ask us how the “ever after” affects our daily lives…a short but profound show… which reveals Thompson as a star in the making. ★ ★ ★ ★ Chris Wiegland, The Guardian I Wish I Was A Mountain is a show that combines simplicity and profundity in so appealing a manner that it simply should not be missed. Christopher Hoile, Stage Door He shares this world so generously that it will be yours as soon as you hear it. Gill Kirk, B 24/7 Text © Toby Thompson 2018 Cover Art and Design by B. Mure Toby Thompson has asserted his right under the Copyright, Design and Patents Act 1988, to be identified as the author of this work. -
The Neural Correlates of Moral Decision-Making in Psychopathy
University of Pennsylvania ScholarlyCommons Neuroethics Publications Center for Neuroscience & Society 2009 The Neural Correlates of Moral Decision-Making in Psychopathy Andrea L. Glenn University of Pennsylvania, [email protected] Adrian Raine University of Pennsylvania, [email protected] R.A. Schug University of Southern California Follow this and additional works at: https://repository.upenn.edu/neuroethics_pubs Part of the Neuroscience and Neurobiology Commons Recommended Citation Glenn, A. L., Raine, A., & Schug, R. (2009). The Neural Correlates of Moral Decision-Making in Psychopathy. Retrieved from https://repository.upenn.edu/neuroethics_pubs/55 Suggested Citation Glenn, A.L, Raine, Adrian, Schug, R.A. "The Neural Correlates of Moral Decision-Making in Psychopathy" Molecular Psychiatry, (2009) Vol. 14, 5-6. This paper is posted at ScholarlyCommons. https://repository.upenn.edu/neuroethics_pubs/55 For more information, please contact [email protected]. The Neural Correlates of Moral Decision-Making in Psychopathy Keywords magnetic resonance imaging, antisocial personality disorder, social behavior, morals, amygdala Disciplines Neuroscience and Neurobiology Comments Suggested Citation Glenn, A.L, Raine, Adrian, Schug, R.A. "The Neural Correlates of Moral Decision-Making in Psychopathy" Molecular Psychiatry, (2009) Vol. 14, 5-6. This journal article is available at ScholarlyCommons: https://repository.upenn.edu/neuroethics_pubs/55 1 The Neural Correlates of Moral Decision-Making in Psychopathy 2009. Molecular Psychiatry, 14, 5-6. Glenn, A.L.* Department of Psychology University of Pennsylvania Philadelphia, PA 19104-6241, USA Tel: (417)-425-4393 Fax: (215)-746-4239 [email protected] Raine, A. Department of Criminology and Psychiatry University of Pennsylvania Philadelphia, PA 19104-6241, USA Schug, R.A. -
FROM HERE to HIROSHIMA by Sunniva Lye Axelsen
1 FROM HERE TO HIROSHIMA by Sunniva Lye Axelsen Published by Tiden Norsk Forlag, 2019 An English Sample Translation Translated from the Norwegian by David M. Smith Foreign Rights Gyldendal Agency P.O. Box 6860 St. Olavs plass NO-0130 Oslo Tel: +47 957 81 640 [email protected] http://eng.gyldendal.no Pages 9-23: We get to know Ingrid and her job When the social educator caught fire, I was at home brushing my teeth. I mashed the brush hard against the gums so as to get rid of the rib residue and regretted having accepted the invite. I’d taken off the white blouse and kicked off the black trainers. I was about to leave the blouse on the floor, but since that simply isn’t done, I picked it up and put it in the dirty clothes bin. I kept on regretting, the edges of my mouth specked with white foam. I pressed my nails into my left palm. No matter how hard I brushed, the smell wouldn’t go away, lingering between me and the mirror like the smoke from a grill, a cloud of pork rinds and gløgg and fire as the scorching hot water cascaded down the drain. As usual, the health and welfare office had pulled out all the stops. Every Christmas, they book the local pub by the roundabout, set out torches in the car park, and give each of us rib, lukewarm pork patties, pickles, two glasses of red wine and a thimbleful of aquavit. If we want 2 more drinks, we have to buy them ourselves, even though I’ve often observed the admin team surreptitiously using vouchers. -
Information for Parents on Sexual Abuse
PARENT INFORMATION ABOUT SEXUAL ABUSE Here is some practical information for helping you keep your child safe from sexual abuse. If you have specific questions or concerns about your children, please contact your school principal or counselor. Other resources are listed at the end of this information. Did you know? • That every two minutes a child is sexually assaulted • There are often no physical signs of sexual assault • By staying silent the abuser is protected • Silence gives permission for the victimization to continue • That one in four girls and one in six boys are victims of sexual abuse by age 18 • Sexual abuse doesn’t discriminate…it spans all socio-economic classes and religions • That 50-90% of child sexual assaults are never reported • In 1998, Health and Human Services reported 108,360 confirmed sexual abuse cases • 61% of reported rapes were committed against victims under age 17 • 85% of the time, the child knows and trusts the abuser. What is Sexual Abuse? Sexual abuse includes the following acts or omissions by a person: o Sexual conduct harmful to a child’s mental, emotional or physical welfare, including conduct that constitutes the offense of indecency with a child, sexual assault, or aggravated sexual assault; o Failure to make a reasonable effort to prevent sexual conduct harmful to a child; o Compelling or encouraging the child to engage in sexual conduct; o Causing, permitting, encouraging, engaging in, or allowing the photographing, filming, or depicting of the child if the person knew or should have known that the resulting photograph, film, or depiction of the child is obscene or pornographic; o Causing, permitting, encouraging, engaging in, or allowing a sexual performance by a child. -
The Sacred, the Profane, and the Crying of Lot 49. From
VARIATIONS ON A THEME IN AMERICAN FICTION Edited by Kenneth H. Baldwin and David K. Kirby Duke University Press Durham, N.C. 1975 I THE SACRED, THE PROFANE, AND THE CRYING OF LOT 49 Thomas Pynchon’s first two novels (a third has been announced at this writing) are members of that rare and valuable class of books which, on their first appearance, were thought obscure even by their admirers, but which became increasingly accessible afterwards, without losing any of their original excitement When V., Pynchon’s first novel, appeared in 1963, some of its reviewers counselled reading it twice or not at all, and even then warned that its various patterns would not fall entirely into place. Even if its formal elements were obscure, V. still recom mended itself through its sustained explosions of verbal and imaginative energy, its immense range of knowledge and inci dent, its extraordinary ability to excite the emotions without ever descending into the easy paths of self-praise or self-pity that less rigorous novelists had been tracking with success for years. By now the published discussions of the book agree that its central action, repeated and articulated in dozens of variations, involves a decline, both in history broadly conceived and in the book’s individual characters, from energy to stasis, and from the vital to the inanimate. The Crying of Lot 49, Pynchon’s second book, published in 1966, is much shorter and superficially more co hesive than the first book. Its reception, compared with V.s al most universal praise, was relatively muted, and it has since re ceived less critical attention than it deserves. -
From the Outside in the Secret to Automatic Language Growth
From the Outside In The Secret to Automatic Language Growth J. Marvin Brown Copyright 2003, ALG World Co., Ltd. 4 Preface I’ve been trying to learn languages and teach them all my life. I spent the war trying to learn Chinese, and I spent the next 50 years trying to learn 20 more languages and trying to teach two. All this time I was aware, of course, that the only language I really learned was the one I didn’t try to learn. In an educational system where trying is king, how could we ever hope to find out that trying was the villain? It took me a lifetime to see this, and the purpose of this book is to tell you about that lifetime. There are three great scholars, especially, who contributed to my ideas. Their books will help to show where I’m coming from, and their bibliographies will serve to connect my thinking to the relevant literature. William T. Powers. Behavior: The Control of Perception (1973), Aldine Publishing Company. Living Control Systems (1989) and Living Control Systems II (1992). The Control Systems Group, Inc., Gravel Switch, Kentucky. Stephen D. Krashen. The Input Hypothesis (1985). Longman, New York. Gary Cziko. The Things We Do (2000). The MIT Press, Cambridge, Mass. Cascades – The Secret to Automatic Language Growth 5 Contents Introduction page 6 1. Growing Up: Age 3-20 page 8 2. The Three Veils: Age 3-20 page 11 3. The Professional Student: Age 20-37 page 16 4. The Linguist: Age 37-55 page 22 5. -
Anne Elliot, the Narrator, and Sound in Jane Austen's and Adrian Shergold's Persuasion
The Corinthian Volume 20 Article 12 November 2020 Playing with Noise: Anne Elliot, the Narrator, and Sound in Jane Austen's and Adrian Shergold's Persuasion Brianna R. Phillips Georgia College & State University Follow this and additional works at: https://kb.gcsu.edu/thecorinthian Part of the English Language and Literature Commons, Film and Media Studies Commons, and the Women's Studies Commons Recommended Citation Phillips, Brianna R. (2020) "Playing with Noise: Anne Elliot, the Narrator, and Sound in Jane Austen's and Adrian Shergold's Persuasion," The Corinthian: Vol. 20 , Article 12. Available at: https://kb.gcsu.edu/thecorinthian/vol20/iss1/12 This Article is brought to you for free and open access by the Undergraduate Research at Knowledge Box. It has been accepted for inclusion in The Corinthian by an authorized editor of Knowledge Box. Phillips 1 Brianna Phillips Playing with Noise: Anne Elliot, the Narrator, and Sound in Jane Austen’s and Adrian Shergold’s Persuasion In Jane Austen’s Persuasion (1817), Anne Elliot occupies a noisy world of piercing voices, slamming doors, cutlery scraping plates, children running, laughing, and a “hundred” other sounds. Because she is often noiseless in this loud narrative world, the presence of sound is thrown into relief and profoundly affects Anne’s body and consciousness. Throughout the novel, Anne’s responses to noise within a crowded room parallel her inward feelings in that when the noisiness bewilders her senses, her response reflects her simultaneous discomposure at seeing or interacting with Captain Frederick Wentworth, whom she was persuaded not to marry eight years before. -
Sympathy Crying: Insights from Infrared Thermal Imaging on a Female Sample
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Portsmouth University Research Portal (Pure) RESEARCH ARTICLE Sympathy Crying: Insights from Infrared Thermal Imaging on a Female Sample Stephanos Ioannou1*, Paul Morris2, Samantha Terry2, Marc Baker2, Vittorio Gallese3,4, Vasudevi Reddy2 1 Alfaisal University, Department of Physiological Sciences, College of Medicine, Riyadh, Kingdom of Saudi Arabia, 2 Department of Psychology-Centre for Situated Action and Communication, University of Portsmouth, Portsmouth, United Kingdom, 3 Parma University, Department of Neuroscience, Section of Human Physiology, Parma, Italy, 4 Institute of Philosophy, School of Advanced Study, University of London, London, United Kingdom * [email protected] a11111 Abstract Sympathy crying is an odd and complex mixture of physiological and emotional phenom- ena. Standard psychophysiological theories of emotion cannot attribute crying to a single subdivision of the autonomic nervous system (ANS) and disagreement exists regarding the emotional origin of sympathy crying. The current experiment examines sympathy crying OPEN ACCESS using functional thermal infrared imaging (FTII), a novel contactless measure of ANS activ- Citation: Ioannou S, Morris P, Terry S, Baker M, ity. To induce crying female participants were given the choice to decide which film they Gallese V, Reddy V (2016) Sympathy Crying: Insights wanted to cry to. Compared to baseline, temperature started increasing on the forehead, from Infrared Thermal Imaging on a Female Sample. PLoS ONE 11(10): e0162749.doi:10.1371/journal. the peri-orbital region, the cheeks and the chin before crying and reached even higher tem- pone.0162749 peratures during crying. The maxillary area showed the opposite pattern and a gradual tem- Editor: Alessio Avenanti, University of Bologna, perature decrease was observed compared to baseline as a result of emotional sweating. -
Clinical an Urgent Care Approach to Excessively Crying Infants
Clinical An Urgent Care Approach to Excessively Crying Infants Urgent message: Infants who cry excessively pose a challenge to physi- cians and parents. A systematic approach to the history and physical exam can guide the diagnostic approaches to determine if a benign—or serious— condition is responsible. TONI CLARE HOGENCAMP, MD rying is a primitive form of communication that infants Crely on to communicate their distress. Because infants cannot verbalize their discomfort, they must rely on their cry to communicate with caregivers. Estimates indicate that infants cry a total of 1 to 2 hours per day. Newborns cry the least, but crying steadily increases during the first few weeks to a peak of approx- imately 3 hours per day at about 6 to 8 weeks of life, after which it declines. It is often the excessive crying, when the total hours are consolidated or when the infant is inconsolable, that is the most stressful for parents.1 Parents may complain of excessive crying or excessive fussiness and may describe their infant as “colicky” or irritable. Most parents seek care when they are con- cerned that there is a serious medical problem respon- sible for the crying, whereas others seek care when they have become exhausted. The list of potential etiologies for excessive crying can © Corbis.com be exhaustive, but studies suggest that from 5% to 60% of infants evaluated in an emergency department (ED) from benign colic to serious conditions, such as menin- for excessive crying have a serious medical condition.2-3 gitis, congenital heart disease (CHD), and abusive head A more recent, prospective study of 254 infants present- trauma. -
Bullying in the Workplace Training Manual with Quiz Sheet
Bullying in the Workplace 1 Bullying in the Workplace Workplace – COVID-19 Training Series WV DOH Training & Development Unit – COVID-19 – Training Manual 04/2020 Bullying in the Workplace 2 Introduction Bullying is called the silent epidemic. Although half of workers have experienced or witnessed bullying, policies and laws dealing with it are far less prevalent. This is, in part, because bullying can be hard to identify and address. People wonder, what does bullying look like? How can we discourage it in our workplace? What can I do to protect my staff and co-workers? All of these questions (and more!) will be answered in this training. Learning Objectives At the end of this workshop, you will be able to: o Define what bullying is and is not o Understand the costs of bullying to people and organizations o Identify bullying behaviors and the reasons behind them o Know some ways to prevent bullying and understand what role you can play o Know some ways to protect yourself from bullying o Know what to do if you are bullied o Identify appropriate solutions for a bullying incident (within and outside the organization) o Assist in creating an anti-bullying policy Session One: Defining Bullying What is Bullying? Let’s make sure that we’re all on the same page when it comes to talking about bullying. American bullying experts Drs. Gary and Ruth Namie give us this definition: “Bullying at work is repeated, health-harming mistreatment of a person by one or more workers that takes the form of verbal abuse; conduct or behaviors that are threatening, intimidating, or humiliating; sabotage that prevents work from getting done; or some combination of the three.” (Source: Page 3, The Bully at Work – Second Edition, Namie and Namie, 2009. -
Persuasive Language
PERSUASIVE LANGUAGE A guide to understanding persuasive language. INCLUDING ASSESSMENT TASKS AND MARKING CRITERIA! TABLE OF CONTENTS Why study persuasive language? 3 What is an issue? 4 Persuasive techniques 6 Identifying persuasive techniques 10 Appealing to emotions 11 Analysing persuasive language 12 Planning your analysis 13 What is tone? 14 Identifying tone 16 Writing your analysis 17 Quoting an article 18 Useful phrases 19 Proofreading your analysis 20 Things to remember 21 Things to avoid 23 Analysing visual texts 25 Analysing cartoons 29 Cartoon analysis 30 Background information 31 Sample annotation 36 Sample analysis 38 Persuasive writing activities 40 Assessment task 41 PERSUASIVE LANGUAGE 2 www.ipawareness.com.au WHY STUDY PERSUASIVE LANGUAGE? “IF YOU CARE ABOUT AN ISSUE, UNDERSTANDING PERSUASIVE LANGUAGE CAN HELP YOU ENGAGE IN THE DEBATE.” The mass media is where important issues are debated and discussed. Election campaigns are fought and won over issues. Everyone has an opinion. But who should you believe? What are the facts? Who should you vote for? If you have an understanding of how persuasive language works, you’ll be able to see through persuasion and rhetoric to answer these questions. If you understand how language is used to persuade, you are much more likely to have a sophisticated understanding of issues in society. You’ll be able to see through rhetoric, focus on the facts and confidently address the important issues facing our society. What’s more, if you care deeply about an issue, you can also engage in this sort of important discussion. Write to your local newspaper, comment on blogs, engage in discussions on social networking.